effect of classroom environment, motivation and...

EFFECT OF CLASSROOM ENVIRONMENT,

MOTIVATION AND TEACHER FEEDBACK ON

ACADEMIC ACHIEVEMENT OF SECONDARY

SCHOOL STUDENTS IN PAKISTAN

TARIQ JAVED

Roll Number 480003

Registration Number 13-PRI-15684

MOHI-UD-DIN ISLAMIC UNIVERSITY

NERIAN SHARIF AJ&K

2017

ii

EFFECT OF CLASSROOM ENVIRONMENT,

MOTIVATION AND TEACHER FEEDBACK ON

ACADEMIC ACHIEVEMENT OF SECONDARY

SCHOOL STUDENTS IN PAKISTAN

TARIQ JAVED

Roll Number 480003

Registration Number 13-PRI-15684

Submitted in partial fulfillment of the requirement for the degree of

Doctor of Philosophy in Education at the Faculty of Social Sciences

Mohi-ud-Din Islamic University Nerian Sharif AJ&K

Supervisor: Dr. Muhammad Aslam Asghar 18 September 2017

iii

In the name of Almighty Allah, the most merciful, the beneficent

iv

DEDICATED

To my Beloved Late Parents

(Muhammad Younas Mughal & Maqsooda Bibi),

Sisters, Wife & Children

vi

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.

ix

ACKNOWLEDGMENTS

First of all, I thank almighty ALLAH who has created me as a Muslim and

blessed me with aptitude, capability and ability to complete this research work. I offer

Darood o Salam from the inner core of my heart to the Last Holy Prophet Hazrat

Muhammad (Peace be upon Him) who is forever a source of enlightenment, guidance

and knowledge for humanity.

I would like to express my sincere gratitude, passionate thanks to my advisor,

Professor Dr. Muhammad Aslam Asghar, Mohi-ud-Din Islamic University, for

providing counseling, guidance, motivation, support and valuable suggestions in the

completion of present research work and encouraging words will forever resonate

within my heart.

I take this opportunity to thank the rest of my teachers namely Dr. Javed Iqbal,

Dr. Muhammad Munir Kayani, Dr. Manzoor Hussain Shah, Dr. Muhammad Irshad

Arshad, Dr Fazal Ur Rehman, Professor Tassawer Hussain Kazmi and Dr. Col.

Muhammad Arif for their help, encouragement, comments and extraordinary training

during the course work, and in completion of my dissertation. I thank my fellows Mr.

Mate-ur-Rehman and Miss Nazneen Nazak for the stimulating and valuable

discussion during the course work and research.

I would like to thank Brig. Khush Muhammad Khan Director FGEI, Col. Rana

Munnawar Hussain Dy. Director FGEI, Lt Col Najam ul Saqib GSO-I Rawalpindi

Region, Maj Naveed Sadiq Malik, GSO-II Rawalpindi Region. I am grateful to

Principals FGEI Zahoor Ahmed Azhar, Muhammad Mazhar, Nishan Ullah, Zulfiqar

Ahmed, Moazzam Habib Ahmed Khan, Muhammad Tahir Qureshi, Khalid Hussain

Shah, Arshad Rafique Naz, Akhtar Hussain, Muhammad Ali, Saeed Sajid; SSTs

x

Hayat Khan, Safdar Ali, Sher Aman Khan, Muhammmad Qasim and TGT Syed

Saqlain Abbas for facilitated in data collection.

At the end, I would like to express my deep and sincere gratitude to my

colleagues, my wife Nazia Khan & sisters Robina Nadeem Shahzad Mughal; Rehana

Shakeel Ramay; Nasira Shafqat Ramay for the moral support and encouragement at

different time. I highly appreciate my children Abdul Muqeet Mughal, Meerub Tariq

Mughal and Muhammad Aaraiz Mughal who have missed my love and affection

during the period of work on my dissertation.

TARIQ JAVED

xi

DECLARATION

I, ___Tariq Javed________________ S/o / D/o __Muhammad Younas___________

Registration No. _13-PRI-15684____________ Roll No. _48003 _ , a student of Ph.D.

Education at Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K do hereby solemnly

declare that the dissertation, titled “Effect of Classroom Environment, Motivation and

Teacher Feedback on Academic Achievement of Secondary School Students in

Pakistan“ submitted by me in partial fulfillment of the requirements for PhD Education is my

original work and has not been submitted or published earlier and shall not, in future, be

submitted by me for obtaining any degree from Mohi-ud-Din Islamic University, Nerian

Sharif, AJ&K or any other University or institution. In case this research work, at any stage,

is found to be plagiarized (already printed, conducted, presented or published by someone

else) the University shall have the authority to withdraw/ revoke my Ph.D. degree.

Signature _______________________

Date: __18.9.2017______ Name Tariq Javed_______

xii

PLAGIARISM UNDERTAKING

I, _____Tariq Javed_________ S/o / D/o __Muhammad Younas_______________

Registration No. ___13-PRI-15684_____ Roll No. __48003___________________

a student of Ph.D. Education, solemnly declare that research work presented in the

dissertation, titled “EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION

AND TEACHER FEEDBACK ON ACADEMIC ACHIEVEMENT OF SECONDARY

SCHOOL STUDENTS IN PAKISTAN“

is solely my research work with no significant contribution from any other person. Minor

contribution/help wherever taken has been duly acknowledged and that complete dissertation

has been written by me.

I understand the zero tolerance, policy of the HEC and Mohi-ud-Din Islamic University,

Nerian Sharif, AJ&K towards plagiarism. Therefore, I, as the Author of the above titled

dissertation, declare that no portion of my dissertation has been plagiarized and any material

used as reference is properly referred/cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled dissertation

even after award of Ph.D. degree, the University reserves the right to withdraw/revoke my

Ph.D. degree and that HEC and the University have the right to publish my name on the

HEC/University Website on which names of students are placed who submitted plagiarized

theses/dissertations.

Student’s Signature _____________

Date: _18.9.2017_________ Name __Tariq Javed____________

xiii

TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION 1

1.1 Background 1

1.2 Statement of the Problem 7

1.3 Objectives of the Study 7

1.4 Null Hypotheses 8

1.6 Significance of the Study 9

1.7 Delimitations 11

CHAPTER 2 REVIEW OF LITERATURE 12

2.1 Learning 12

2.1.1 Learning Styles 15

2.1.2 Learning Tools 18

2.1.3 Learning Strategies 21

2.2 Theories of Learning 23

2.3 Individual Differences 26

2.4 Role of Teacher in Learning Process 30

2.5 Creative Learning 32

2.6 Academic Achievement 35

2.7 Classroom Environment 45

2.7.1 Covered Area and Size of Classroom 47

xiv

2.7.2 Physical Arrangement in the Classroom 50

2.7.3 Consequences of Sub standard Furniture and Fixtures 56

2.7.4 Preferences for Classroom Environment 57

2.7.5 Classroom Flipped Learning Model 59

2.7.6 IT Facilities in Classrooms 60

2.7.7 Teacher-Student Ratio 61

2.7.8 Freedom in the Classroom 65

2.7.9 Control of Disruptive Behavior 68

2.7.10 Corporal Punishment 68

2.7.11 Classrooms Management 70

2.8 Motivation 71

2.8.1 Types of Motivation 76

2.8.2 Elements of Motivation 94

2.8.3 Relationship of Motivation with Learning 95

2.9 Teacher Feedback 98

2.9.1 Feedback on Homework 107

2.9.2 Formative Feedback 111

2.9.3 Summative Feedback 116

2.9.4 Feedback on Writing 118

2.9.5 Feedback on Classroom Discussion 121

2.9.6 Conclusion 125

xv

CHAPTER 3 METHODOLOGY 125

3.1 Design of the study 126

3.2 Theoretical Framework 128

3.3 Population 131

3.4 Sample & Sampling Procedure 134

3.5 Development of Research Instrument 137

3.5.1 Validity of Research Instrument 137

3.5.2 Reliability of Research Instruments 139

3.6 Data Collection 142

3.7 Analysis of Data 143

CHAPTER 4 DATA ANALYSIS 146

4.1 Demographic Data Analysis 147

4.2 Classroom Environment in Large Category Schools 152

4.2.1 Classroom Environment in Girls Schools of Large Category 152

4.2.2 Classroom Environment in Boys Schools of Large Category 157

4.3 Motivation in Large Category Schools 163

4.3.1 Motivation in Girls Schools of Large Category 163

4.3.2 Motivation in Boys Schools of Large Category 168

4.4 Teacher Feedback in Large Category Schools 174

4.4.1 Teacher Feedback in Girls Schools of Large Category 174

xvi

4.4.2 Teacher Feedback in Boys Schools of Large Category 180

4.5 Classroom Environment in Medium Category Schools 186

4.5.1 Classroom Environment in Girls Schools of Medium Category 186

4.5.2 Classroom Environment in Boys Schools of Medium Category 191

4.6 Motivation in Medium Category Schools 196

4.6.1 Motivation in Girls Schools of Medium Category 196

4.6.2 Motivation in Boys Schools of Medium Category 201

4.7 Teacher Feedback in Medium Category Schools 207

4.7.1 Teacher Feedback in Girls Schools of Medium Category 207

4.7.2 Teacher Feedback in Boys Schools of Medium Category 213

4.8 Classroom Environment Small Category Schools 218

4.8.1 Classroom Environment in Girls Schools of Small Category 219

4.8.2 Classroom Environment in Boys Schools of Small Category 224

4.9 Motivation in Small Category Schools 229

4.9.1 Motivation in Girls Schools of Small Category 229

4.9.2 Motivation in Boys Schools of Small Category 234

4.10 Teacher Feedback in Small Category Schools 240

4.10.1 Teacher Feedback in Girls Schools of Small Category 240

4.10.2 Teacher Feedback in Boys Schools of Small Category 245

4.11 Classroom Environment and Academic Achievement in Large

Category Schools 251

xvii

4.12 Classroom Environment and Academic Achievement in Medium


4.13 Classroom Environment and Academic Achievement in Small


4.14 Motivation and Academic Achievement in Large Category Schools 264

4.15 Motivation and Academic Achievement in Medium Category Schools 268

4.16 Motivation and Academic Achievement in Small Category Schools 272

4.17 Teacher Feedback and Academic Achievement in Large Category

Schools 276

4.18 Teacher Feedback and Academic Achievement in Medium Category

Schools 280

4.19 Teacher Feedback and Academic Achievement in Small Category

Schools 284

4.20 Classroom Environment and Academic Achievement in all Category

Schools 288

4.21 Motivation and Academic Achievement in all Category Schools 289

4.22 Teacher Feedback and Academic Achievement in all Category Schools 290

4.23 Classroom Environment, Motivation and Academic Achievement 291

4.24 Classroom Environment, Teacher Feedback and Academic Achievement 292

4.25 Motivation, Teacher Feedback and Academic Achievement 293

4.26 Classroom Environment, Motivation, Teacher Feedback and

Academic Achievement 294

4.27 Discussion 295

4.27.1 Nature of Classroom Environment 295

xviii

4.27.2 Nature of Motivation 296

4.27.3 Nature of Teacher Feedback 297

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 299

5.1 Summary 299

5.2 Findings 301

5.3 Conclusions 303

5.4 Recommendations 304

5.5 Topics for Further Research 305

References 306

Appendices 347

xix

LIST OF TABLES

Table Title Page

2.1

2.2

Grades of Academic Achievement

Covered Area of Classrooms

40

48

2.3

Height of writing Boards

48

2.4

Number of Students in Various Classes

63

2.5

2.6

Pupil-Teacher Ratio

Interpretation of Feedback

64

115

3.1

Population of the Study

133

3.2

Sample Size (S) Required for Given Population Size (N) for the

Study

135

3.3

Sample of the Study

136

3.4

Detail of Statements of Research Instrument

139

3.5

Detail of Pilot Study

140

3.6

Reliability Statistics

141

3.7

Summary Items Statistics

141

3.8

ANOVA with Cochran’s Test

141

4.1.1

Response Rates from Large Category Schools

147

4.1.2

Response Rate from Medium Category Schools

148

4.1.3

Response Rate from Small Category Schools

148

4.1.4

Overall Category wise Percentage

149

4.1.5

Gender wise Distribution of Secondary School Teachers

149

4.1.6

Gender wise Distribution of Student Respondents

150

4.1.7

Academic Qualification of Teachers

150

4.1.8

Professional Qualification of Teachers

151

xx

4.1.9

Teaching Experience of Teachers

151

4.1.10

Designation of Teachers

152

4.2.1.1

Freedom for Educational Discussion in Classroom

153

4.2.1.2

Classroom Brightness

153

4.2.1.3

Enjoyable Environment of Classroom

153

4.2.1.4

Opportunity to Approach Students during Instruction

154

4.2.1.5

Classroom Creative Activities

154

4.2.1.6

Teaching Choice in Small and Large Classes

154

4.2.1.7

Adequate Classroom Temperature

155

4.2.1.8

Availability of Writing Board

155

4.2.1.9

Height of Writing Board in Classroom

155

4.2.1.10

Proper Guidance for Assignments/Homework

156

4.2.1.11

Management of Classroom Discipline

156

4.2.1.12

Probability of Rearranging Student Chairs

156

4.2.1.13

Information Technology in Classroom

157

4.2.1.14

Delightful Seating Arrangement

157

4.2.2.1


158

4.2.2.2


158

4.2.2.3


158

4.2.2.4


159

4.2.2.5


159

4.2.2.6


159

4.2.2.7


160

4.2.2.8


160

4.2.2.9


160

xxi

4.2.2.10


161

4.2.2.11


161

4.2.2.12


161

4.2.2.13


162

4.2.2.14


162

4.2.2.15

Overall Classroom Environment Scores in Large Category

Schools

163

4.3.1.1

Exploration of Natural Talent

163

4.3.1.2

Expectations to Achieve High Grades from Students

164

4.3.1.3

Creating Interest for Learning

164

4.3.1.4

Student’s Desire for Learning with Interest

164

4.3.1.5

Student’s Control and Use of Emotions for Learning

165

4.3.1.6

Praise of Students during Learning Process

165

4.3.1.7

Encouragement of Students towards Problem Solving

165

4.3.1.8

Extrinsic Motivation through Computers and Internet to Achieve

High Grades

166

4.3.1.9

Appreciation of Group Work of Students

166

4.3.1.10

Highly Motivated Students Achieve High Grades

167

4.3.1.11

Low Motivated Students Achieve Low Performance Level

167

4.3.1.12

Achievement of High Grades due to Extrinsic Motivation

167

4.3.1.13 Intrinsic Motivation towards Learning through Stories 168

4.3.1.14

Intrinsic Motivation through Personality of Teacher

168

4.3.2.1


169

4.3.2.2


169

4.3.2.3


169

xxii

4.3.2.4


170

4.3.2.5


170

4.3.2.6


170

4.3.2.7


171

4.3.2.8


High Grades

171

4.3.2.9


171

4.3.2.10


172

4.3.2.11


172

4.3.2.12


173


4.3.2.14


173

4.3.2.15

Overall Motivation Scores in Large Category Schools

174

4.4.1.1

Understanding Teacher’s Gestures during Teaching

174

4.4.1.2

Improvements in Teaching Learning due to Students Feelings

about Teacher Feedback

175

4.4.1.3

Views about Teacher’s Comments being Helpful Feedback

175

4.4.1.4

Awareness of Students about Objectives of the Lesson

176

4.4.1.5

Provision of Immediate Feedback to Students on their Mistakes

176

4.4.1.6

Usefulness of Written Feedback on Assignments/Homework

176

4.4.1.7

Verbal Feedback about Content related Questions during

Teaching

177

4.4.1.8

Importance of Verbal Feedback during Classroom Discussion

177

4.4.1.9

Focus of Teacher Feedback as per Individual Differences of

Learners

177

4.4.1.10

Students Liking to Read and Follow Teacher’s Written Feedback

178

xxiii

4.4.1.11

Teacher’s Feedback Reducing Cognitive Load of Students

178

4.4.1.12

Presentation of Present and Earlier Weaknesses in Summative

Feedback

179

4.4.1.13

Improvements in Writing Skill with Teacher Feedback

179

4.4.1.14

Solution of Behavioral Problems with Teacher Feedback

179

4.4.2.1


180

4.4.2.2



180

4.4.2.3


181

4.4.2.4


181

4.4.2.5


181

4.4.2.6


182

4.4.2.7


Teaching

182

4.4.2.8


182

4.4.2.9


Learners

183

4.4.2.10


183

4.4.2.11


184

4.4.2.12


Feedback

184

4.4.2.13


184

4.4.2.14


185

4.4.2.15

Overall Teacher Feedback Scores in Large Category Schools

185

4.5.1.1


186

4.5.1.2


186

4.5.1.3


187

xxiv

4.5.1.4


187

4.5.1.5


187

4.5.1.6


188

4.5.1.7


188

4.5.1.8


188

4.5.1.9


189

4.5.1.10


189

4.5.1.11


189

4.5.1.12


190

4.5.1.13


190

4.5.1.14


190

4.5.2.1


191

4.5.2.2


191

4.5.2.3


191

4.5.2.4


192

4.5.2.5


192

4.5.2.6


193

4.5.2.7


193

4.5.2.8


193

4.5.2.9


194

4.5.2.10


194

4.5.2.11


194

4.5.2.12


195

4.5.2.13


195

4.5.2.14


195

xxv

4.5.2.15

Overall Classroom Environment Scores in Medium Category

Schools

196

4.6.1.1


196

4.6.1.2


197

4.6.1.3


197

4.6.1.4


197

4.6.1.5


198

4.6.1.6


198

4.6.1.7


198

4.6.1.8


High Grades

199

4.6.1.9


199

4.6.1.10


199

4.6.1.11


200

4.6.1.12


200


4.6.1.14


201

4.6.2.1


202

4.6.2.2


202

4.6.2.3


202

4.6.2.4


203

4.6.2.5


203

4.6.2.6


203

4.6.2.7


204

4.6.2.8


High Grades

204

xxvi

4.6.2.9


204

4.6.2.10


205

4.6.2.11


205

4.6.2.12


205


4.6.2.14


206

4.6.2.15

Overall Motivation Scores in Medium Category Schools

207

4.7.1.1


207

4.7.1.2



208

4.7.1.3


208

4.7.1.4


208

4.7.1.5


209

4.7.1.6


209

4.7.1.7


Teaching

210

4.7.1.8


210

4.7.1.9


Learners

210

4.7.1.10


211

4.7.1.11


211

4.7.1.12


Feedback

212

4.7.1.13


212

4.7.1.14


212

4.7.2.1


213

xxvii

4.7.2.2



213

4.7.2.3


214

4.7.2.4


214

4.7.2.5


214

4.7.2.6


215

4.7.2.7


Teaching

215

4.7.2.8


215

4.7.2.9


Learners

216

4.7.2.10


216

4.7.2.11


217

4.7.2.12


Feedback

217

4.7.2.13


217

4.7.2.14


218

4.7.2.15

Overall Teacher Feedback Scores in Medium Category Schools

218

4.8.1.1


219

4.8.1.2


219

4.8.1.3


219

4.8.1.4


220

4.8.1.5


220

4.8.1.6


221

4.8.1.7


221

4.8.1.8


221

4.8.1.9


222

xxviii

4.8.1.10


222

4.8.1.11


222

4.8.1.12


223

4.8.1.13


223

4.8.1.14


223

4.8.2.1


224

4.8.2.2


224

4.8.2.3


224

4.8.2.4


225

4.8.2.5


225

4.8.2.6


226

4.8.2.7


226

4.8.2.8


226

4.8.2.9


227

4.8.2.10


227

4.8.2.11


227

4.8.2.12


228

4.8.2.13


228

4.8.2.14


228

4.8.2.15

Overall Classroom Environment Scores in Small Category

Schools

229

4.9.1.1


229

4.9.1.2


230

4.9.1.3


230

4.9.1.4


230

xxix

4.9.1.5


231

4.9.1.6


231

4.9.1.7


231

4.9.1.8


High Grades

232

4.9.1.9


232

4.9.1.10


233

4.9.1.11


233

4.9.1.12


233


4.9.1.14


234

4.9.2.1


234

4.9.2.2


235

4.9.2.3


235

4.9.2.4


235

4.9.2.5


236

4.9.2.6


236

4.9.2.7


236

4.9.2.8


High Grades

237

4.9.2.9


237

4.9.2.10


237

4.9.2.11


238

4.9.2.12


238


xxx

4.9.2.14


239

4.9.2.15

Overall Motivation Scores in Small Category Schools

239

4.10.1.1


240

4.10.1.2



240

4.10.1.3


241

4.10.1.4


241

4.10.1.5


241

4.10.1.6


242

4.10.1.7


Teaching

242

4.10.1.8


243

4.10.1.9


Learners

243

4.10.1.10


243

4.10.1.11


244

4.10.1.12


Feedback

244

4.10.1.13


245

4.10.1.14


245

4.10.2.1


245

4.10.2.2



246

4.10.2.3


246

4.10.2.4


247

4.10.2.5


247

4.10.2.6


247

xxxi

4.10.2.7


Teaching

248

4.10.2.8


248

4.10.2.9


Learners

248

4.10.2.10


249

4.10.2.11


249

4.10.2.12


Feedback

250

4.10.2.13


250

4.10.2.14


250

4.10.2.15

Overall Teacher Feedback Scores in Small Category Schools

251

4.11

4.11.1

Classroom Environment and Academic Achievement in Large

Category Schools

Views of Female Teachers

251

252

4.11.2

Views of Class X Girls

253

4.11.3 Views of Male Teachers 254

4.11.4

Views of Class X Boys

255

4.12

Motivation and Academic Achievement in Medium Category

Schools

256

4.12.1 Views of Female Teachers 256

4.12.2


257

4.12.3

Views of Male Teachers

258

4.12.4


259

4.13

Teacher Feedback and Academic Achievement in Small Category

Schools

260

4.13.1 Views of Female Teachers 260

4.13.2


261

xxxii

4.13.3


262

4.13.4


263

4.14

Motivation and Academic Achievement in Large Category

Schools

264

4.14.1


264

4.14.2


265

4.14.3


266

4.14.4


267

4.15

Motivation and Academic Achievement in Medium Category

Schools

268

4.15.1


268

4.15.2


269

4.15.3


270

4.15.4


271

4.16

Motivation and Academic Achievement in Small Category

Schools

272

4.16.1


272

4.16.2


273

4.16.3


274

4.16.4


275

4.17

Teacher Feedback and Academic Achievement in Large Category

Schools

276

4.17.1


276

4.17.2


277

4.17.3


278

4.17.4


279

xxxiii

4.18

Teacher Feedback and Academic Achievement in Medium

Category Schools

280

4.18.1


280

4.18.2


281

4.18.3


282

4.18.4


283

4.19

Teacher Feedback and Academic Achievement in Small Category

Schools

284

4.19.1


284

4.19.2


285

4.19.3

4.19.4

4.20.1

4.21.1

4.22.1

4.23.1

4.24.1

4.25.1

4.26.1



Overall Effect of Classroom Environment on Academic

Achievement

Overall Effect of Motivation on Academic Achievement

Overall Effect of Teacher Feedback on Academic Achievement

Effect of Classroom Environment and Motivation on Academic

Achievement

Effect of Classroom Environment and Teacher Feedback on

Academic Achievement

Effect of Motivation and Teacher Feedback on Academic

Achievement

Effect of Classroom Environment, Motivation and Teacher

Feedback on Academic Achievement

286

287

288

289

290

291

292

293

294

xxxiv

LIST OF APPENDICES

Appendix Title

Page

A Annual Results of Boys and Girls in Class IX from Large

Category 348

B Annual Results of Boys and Girls in Class IX from Medium

Category 350

C Annual Results of Boys and Girls in Class IX from Small

Category 351

D Population List of Boys & Girls Secondary Schools in Large

Category 352

E Population List of Boys & Girls Secondary Schools in Medium

Category 357

F Population List of Boys & Girls Secondary Schools in Small

Category 360

G Sample List of Boys Schools in Large Category 362

H Sample List of Girls Schools in Large Category 363

I Sample List of Boys Schools in Medium Category 364

J Sample List of Girls Schools in Medium Category 365

K Sample List of Boys Schools in Small Category 366

L Sample List of Girls Schools in Small Category 367

M Questionnaire for Secondary School Teachers 368

N Questionnaire for Students 371

O List of Experts for Validation of Questionnaire 373

xxxv

LIST OF FIGURES

Figure Title

Page

2. 1 Input, process and output flow chart of academic achievement 37

2.2 Factors of Classroom Environment 47

2.3 Factors Effecting Learner Academic Achievement 80

2.4 Factors making Teacher Feedback 100

2.5 Relationship of Learning Process and Effectiveness 124

3.1 Research Design of the Study 128

3.2 Conceptual Framework of the study 130

1

CHAPTER 1

INTRODUCTION

1.1 Background

The issue of classroom environment, motivation and teacher feedback during

the teaching learning process in education system of Pakistan is often not properly

addressed according to needs and perceptions of secondary school students. Although

students learn knowledge in schools, but still there is a lack of critical thinking,

problem solving skills and decision making abilities, which are essential ingredients

for democratic life of a nation (Dean, 2005). Education is a substantial and

constructive activity, which provides sources for intellectual power, ideological,

critical thinking and moral training to individuals, so as to enable them to have full

awareness of their purpose in life. It enables them to achieve the aims or objectives of

life. It is a tool for spiritual growth as well as fulfillment of socially acceptable values

in relation to human needs within the content of Islamic apprehension. Education is an

effective tool for developing the behavior and attitude of individuals in accordance

with the values of purity to help and develop a sound Islamic society (Govt. of

Pakistan, 2010).

The factors which influence the thinking and learning styles of the learners in

classroom environment include type of school, location of the school, gender,

diversity of learners, ethnic differences, learning environment and subject area

(Huang, 2003).

2

Pink (2005) stated that classroom culture may be provide the facility and

opportunity for thinking, innovation and creativity to learners. The content

organization should also focus on logical construction of new knowledge. The

classroom of twenty first century will be influenced by different types of capabilities

of learners which include different learning styles, activity based learning and brain

based learning.

Many researchers have admitted the fact that theory and research can be used

for improvement in school climate including classroom environment. The extensive

literature exists about school effectiveness on environmental conditions of learners

and their social and cognitive development, which can be utilized to improve

classroom environment. The relationship between classroom environment and issues

related to academic achievement, teacher student ratio, staff problems needs to be

addressed. Most of the studies have been conducted in this regard during the last

decade. The school is expected to achieve highly valued outcomes from learners,

which is focused on learner centered and accountability. The educational institution

should teach skills, knowledge, creativity, innovations, technology, global languages

and critical thinking which are needed for survival in the global and virtual world.

The organization, arrangement and decoration of classroom creates attractive

environment for learners. Classroom environment provides the motivation of

ownership to students. Students are more specifically careful about their classroom.

Classroom environment may facilitate and accept all instructional methods that are

used for teaching learning process. Children are God gifted to us and they are very

sensitive to temperature. Children feel coldness in winter and warmth in summer due

to low resistance power. The areas of classroom should be accessible to all children.

3

Colorful walls of the classroom provide pleasant effect on learners during learning

(Scott and Bucholz, 2008).

Classroom environment provides the relationship between teachers and pupils.

There is significant difference in teaching learning process between trustful and

supportive classroom environment and traditional classroom environment. Stressful

climate of learning classroom is factor of poor academic achievement of learners

because it establishes negative corelation between learners and their academic

achievements (Senior, 2002).

Patrick, Ryan & Kaplan (2007) have stated that classroom environment

involves educational concepts, physical atmosphere, cognitive domains, social

contexts, instructional tools and a broad range of academic achievements and

performances. Many researchers have observed the relationship among different

variables such as environment with outcomes, learning, motivation, engagement for

learning time and feedback and behavior of a person depends upon the environment.

Classroom size effects directly or indirectly the behavior of teachers and learners.

Studies have also found that larger classroom with greater number of students face

more stress, problems and issues as compared to classroom with smaller number of

learners. Most of the teachers use same instructional strategies for both smaller and

larger classrooms. However, administrative problems can be minimized through

proper motivation and positive feedback of teacher. There is a strong relationship

among classroom environment, behaviors of learner and academic outcome. Most

innovative tools for formation of classroom climate can be used in school

improvement plan. Opinions and perceptions are the two basic tools through which

effective classroom environment can be established. Opinion refers to statistical

information while perception is linked with behavior. There is positive, permanent,

4

effective and strong relationship between motivation and engagement of learners with

perception of classroom environment which is built on social norms. The perception

of classroom environment can be made effective through mutual respect and honor so

that learners feel confidence and autonomy in learning and in this way learners

become able to complete their assignments successfully. Learners can also be made

more progressive with pleasant classroom environment, motivation and

encouragement by teachers.

Fraser (2002) has developed a scale WIHIC (What Is Happening In the

Classroom) to find out the measurement of perceptions of students about classroom

environment. WIHIC scale consists of classroom dimensions, involvement of students

in learning process, teacher’s support, investigation, cooperation, teacher’s feedback

and task orientation.

It is an admitted fact that physical environment of classroom effects teaching

learning process. It can also have effect on the performance of students and teachers.

The arrangement of learning environment comprises learners, teachers, physical

infrastructure and teaching aids (Lippmann, 2010).

Motivation closely relates to learning. In other words learning cannot take

place without motivation. The role of motivation is effective particularly on academic

achievement of learners. Motivation is the effective tool through which learner may

be able to achieve educational goals. Motivation enhances the pace of learning and

performance during teaching learning process in classroom. It also provides direction

of doing task to learners. Motivation links directly or indirectly to high or low

achievement of the learner (Brown, 2001).

Melucci (2010) has stated that all human beings want to engage themselves in

different behaviors to achieve success for survival. Intrinsic theory of motivation is

5

based on intrinsic and biological factors. Most of the animals seasonally migrated

from one place to another due to their specific needs because of their intrinsic

motivation, which may occur on the basis of their needs. Similarly, learners are also

motivated in certain behaviors due to natural inborn characteristics.

Bernstein (2011) has viewed that people are attracted towards certain

behaviors due to positive incentives and hated from certain behavior due to negative

consequences. The gap between behaviors and individual differences vary from

person to person or from one situation to another situation. The value of a person can

be traced on the basis of available incentives. According to incentive theory of

motivation learners are motivated towards certain behaviors in order to achieve goals

due to extrinsic motivation. Similarly drive theory of motivation explains that some

learners are motivated to do certain things due to reduction in their internal anxiety

and tension.

Motivation is an important element through which learning can be enhanced in

classroom environment. It is a difficult and time consuming factor. The role of

teachers and parents is very significant for promotion of motivation among students.

Proper guidance, counseling and supportive style of teacher develops interest of

learners towards learning and high academic achievement. Teacher can help the

student for the selection of assignment at their own choice. Sense of control and

motivation power can be developed among learners with the help of teacher’s support,

guidance and counseling. In this way learners feel autonomy and may be increased

their interest in learning with enjoyment. Supportive style of teacher involves careful

listening, advice, encouragement, empathy, kindness and love (Reeve and

Hyungshim, 2006).

6

Most of the teachers do not take interest in finding out individual interest of

the learner. Interest is directly linked to the classroom learning environment, so

teachers should take into account control over individual interest. Effective learning

results in enhancement of academic achievement with the knowledge and

understanding about the situational interest. Teaching strategies, assignments,

presentations, contextual factors, learning environment and learning experiences are

the basic ingredients through which situational interest can be modified (Durik

&Harackiewicz, 2007; & Dyson, 2002).

Bound (2010) has studied that it is an admitted fact that feedback of teacher

has a great impact on learner’s academic achievement. There are two main types of

feedback that are intrinsic feedback and extrinsic feedback. The role of extrinsic

feedback is to provide justification to learner about particular achievement while

intrinsic feedback facilitates the learner to develop learning behavior during teaching

learning process. The feedback provides the information to learner about strengths

and weaknesses of their achievements and also provides guidelines for future task. So,

feedback refers to two way communication between learner and teacher. In the same

context Kerr (2008) believed that learners can develop their concept and

understanding and can improve their academic achievement with the help of right

kind of feedback. It means that feedback acts like a bridge between existing gap and

desired gap set by the teachers for achievement of learner in classroom environment.

It can be concluded from above discussion that classroom environment,

motivation of learners and proper, timely and positive feedback has importance in

teaching learning process to enhance achievement level of the learners. Learners can

be motivated through teacher feedback in classroom environment during teaching

learning process in order to not only obtain high level of achievement but it plays an

7

important function to enhance the level of achievement of slow learners. In the slow

learners, average and most talented learners can obtain benefit from motivation and

teacher feedback in classroom environment. Sometimes students feel difficulty and

even most talented learner face a lot of problems in classroom environment during

teaching learning process in order to achieve high or average level of achievement, so

in this way students consider that formal education is dull and boring for them. This

practice is often carried out in classroom learning environment because of poor

pedagogy, less practical applications, poor classroom environment, insufficient

motivation level for the satisfaction of learners and improper feedback of teacher

during teaching learning process in Pakistan. There is a need to explore the nature of

motivation, classroom environment and style of feedback of teacher for secondary

school students in Pakistan in order to enhance achievement level of learners, which

facilitates the young generation that could lead the nation towards progress and

prosperity.

1.2 Statement of the Problem

The academic achievement of learner depends upon many factors, but this

study addresses the factors of classroom environment, motivation and teacher

feedback in classroom. This is why the study “The effect of classroom environment,

motivation and teacher feedback on academic achievement of secondary school

students in Pakistan” was undertaken.

1.3 Objectives of the Study

The following were the objectives of the study:

i. To find out the nature of classroom environment at secondary school

level.

ii. To explore the nature of motivation at secondary school level.

8

iii. To identify the mode and style of feedback by the teacher at secondary

school level.

iv. To find out the effect of classroom environment on the academic

achievement at secondary school level.

v. To relate the effect of motivation on the academic achievement at

secondary school level.

vi. To measure the effect of teachers feedback on the academic

achievement at secondary school level.

vii. To measure the effect of classroom environment, motivation and

teacher feedback on the academic achievement at secondary school

level.

1.4 Null Hypotheses

In order to achieve the objectives of the study, following hypotheses were

framed:

𝐻𝑜1: There is no association between overall classroom environment

scores of male and female.

𝐻𝑜2: There is no association between overall motivation scores of male

and female.

𝐻𝑜3: There is no association between overall teacher feedback scores

of mal𝑒 and female.

𝐻𝑜4: There is no association between academic achievement and classroom

environment of secondary school students.

𝐻𝑜5: There is no association between academic achievement and

motivation of secondary school students.

𝐻𝑜6: There is no association between academic achievement and teacher

9

feedback of secondary school students.

𝐻𝑜7: There is no association among academic achievement, classroom

environment and motivation of secondary school students.


environment and teacher feedback of secondary school students.

𝐻𝑜9: There is no association among academic achievement, motivation

and teacher feedback of secondary school students.


environment, motivation, and teacher feedback of secondary

school students.

1.6 Significance of the Study

The meaning of life is worthless without any goal or aim. Every human being

has goals or aims which may be diverse in nature. The desire to achieve higher

academic achievement is inherited by every human being since birth for successful

survival in society.

It has been observed through the literature review that classroom environment

has direct influence on academic achievement of learners. Classroom environment is a

formal way of learning in which learners can be motivated through positive feedback

of instructor.

It has been also noticed that intrinsic motivation and extrinsic motivation plays

an important role for high academic achievement of learners and right type of

feedback of the instructor develops the strong relationship between learner and the

learning environment.

Higgins et al., (2005) has concluded that low achiever learners are directly

affected by desk arrangements. The learning behavior during task is increased when

10

the learners are allowed to sit in proper rows. Many researchers argued that seating

arrangements of learners in classroom environment is significantly important for

effective transfer of knowledge. Seating arrangement in classroom can be organized

territorial or functional. Territorial arrangement refers to the type of arrangement in

which space must be organized on the basis of desk ownership by each individual,

while functional arrangement refers to activity base space among learners. In the same

context Stevenson (2007) has stated that there are different classroom seating

arrangements for different teaching and learning context.

The purposed study will be very helpful for teachers, students, principals, top

level management and policy makers as they will have more additional information

about necessary features affecting teaching learning process. The study will also have

significant importance for teachers as they use feedback in classroom. Its impact on

academic achievement will help them in teaching learning process. The study will

also provide opportunities to encourage teacher and student dialogue around learning.

Teachers at school would also be more aware of the need for motivating learners by

using variety of motivation techniques. The study may lead to arrangements for

continues professional development of teachers in relation to motivation and right

type of feedback. The study might be helpful for teachers in relation to effect of

classroom environment on learner’s academic achievement. The study will be of great

significance as it will helpful to measure effect of classroom environment on

academic achievement. The study will be helpful in creating awareness among

teachers about effect of intrinsic motivation and extrinsic motivation. The study will

also lead to creating overall conducive environment for learning and to enhance

academic achievement. The outcome of this study would bring collaborative learning

11

environment among principals, teachers and learners in classroom environment to

elevate high academic achievement.

1.7 Delimitations

The study was delimited to the following:

i. All Federal Government Secondary Schools for boys and girls except

co-education institutions and F. G. Fazzaia secondary schools under

the administrative control of Directorate Federal Government

Educational Institutions (Cantt/Garrsion) Sir Syed Road Rawalpindi

Cantt.

ii. Class X students enrolled in academic session 2013-15.

12

CHAPTER 2

REVIEW OF LITERATURE

2.1 Learning

According to behaviorists school of thought learning is a process linked with

conditioning situation and it can be associated with system of reward and target. It

means that behavior of an individual is controlled by instrumental conditioning.

Positive and negative reinforcement encourages a practical behavior while the same

level of punishment decreases it (Baum, 2005). The believers of cognitive theory

explain that learning is a change in behavior which is a lean statement over the

complexities of human environment and power of retention. Learning is a framework

of understanding of thought and way to solve problems. They also believe that human

mind is the source of information and the process of thinking in human mind is

another name of computing something. Attention, memory, logical reasoning and

recall are the ingredients of mind through which a series of information are taken in to

achieve a particular task (Malone, 2009). The constructivism advocates express that

learning is based upon previous knowledge while acquisition of knowledge and skills

is a series of action and steps of an individual towards construction of knowledge.

Human beings gain knowledge with the help of their experiences and with their

environment. Learners can be motivated to solve problems and to get mastery over it

in learning process (Ormrod, 2012).

Learning is a process of obtaining new knowledge, skills, values and desire. It

involves different kinds of information. One cannot seek all the information at one

time it rather is based upon previous knowledge. Learning is not a collection of facts

and figures but it is a process of enhancing existing knowledge. Temporary and

13

permanent change in behavior is directly or indirectly linked with learning. Learning

provides a permanent change in behavior and attitude of learners (Joshi,

Venkatasubrahmanyam & Anvekar, 2014).

Marsick & Watkins (2001) has viewed that learning refers to acquire

knowledge, skills, attitudes and abilities through the combination of formal, non

formal and informal ways. Most of the learning depends upon activities of daily life in

relation to task, family or free time activities without any organization and structure.

These daily life tasks do not have any learning time, any specific objectives and

certification. Informal learning is an intentional way of learning and sometimes it is

non-intentional. The informal learning can be carried out in institutions, but it is not

classroom based, organized and structured learning. Colley, Hodkinson & Malcolm

(2003) have differentiated between informal and formal learning. Teachers are not

involved during informal learning while teachers are considered as an authority in

educational premises during formal learning. Learner control is a key factor in

informal learning, while teacher control is an important factor in formal learning

during teaching learning process. Rohs (2007) has stated differentiation between

informal and formal learning: (1) Learning intention is organized through pedagogy in

formal learning, while informal learning is based on problem solving demand, (2)

Formal learning is organized and structured, while informal learning is not organized

and non structured, (3) Content is fixed in formal learning while content is holistic in

nature in informal learning, (4) Teacher control is important in formal learning while

informal learning is self directed learning, (5) Formal learning is conscious learning

while informal is non conscious learning and (6) Formal learning is focused on

theoretical knowledge while informal learning is totally based on experiential

knowledge.

14

The interest of a learner during classroom teaching learning process relates

with trust of the learner on teacher and classroom environment. If learners do not trust

the instructor then directly or indirectly resistance and learning problems can be

created, directly or indirectly, in classroom environment. The communication in the

classroom environment by the instructor should be effective and goal oriented. The

teacher should organize content and arrange effective delivery modes of transitions.

The effective two way communication is essential for teaching learning process which

creates strong relationship between teachers and learners (Chesebro & Martin, 2010).

Learning process cannot be promoted without involvement of learners. Active

learners perform better as compared to passive. Active learners are creative in

classroom assignments. Learners are motivated and encouraged to become active in

classroom through open discussion and two way communication (Matveev & Milner,

2010). It has also been proved in the last few decades that learners feel enjoyment

during learning process in learner-centered approach as compared to teacher-centered

one (Limbach & Waugh, 2010).

The process of collecting information can be said to be learning. In this

process, learner associates collected information with previous to learn new

knowledge (Simina & Hamel, 2005). The window of new world is opened in front of

learner as a result of a combination of new information and previous knowledge. New

knowledge is based upon understanding and idea of new information. Learning is a

process of innovations and its value and scope are different for each and every

individual. Meaningful learning can be explored with the help of previous and

existing ideas, active participation of learner, collaborative approach and group work

(Hunter & Krantz, 2010).

15

2.1.1 Learning Styles

The style of evidence based teaching is becoming more popular than other

styles of teaching in recent years. This style of teaching in formal classroom has

increased effect on learning outcome. The evidence based teaching provides

opportunities for teachers to manipulate the learning environment for each and every

student in teaching learning process. The main focus of this style of teaching is

development, growth and formation of intellectual abilities of learner (Griffin, 2007).

Michael (2006) has presented five key findings about active learning during

teaching learning process in relation to any level of education:

i. Learners relate new knowledge with the previous existing knowledge

and information to understand the meaning of learning. Human brain

assembles the new and old knowledge for the construction of new

knowledge and to make the conceptual change logically and

systematically.

ii. Most of the students know about the facts of knowledge but they are

not able to solve problems by applying it, because there is a major

difference between learning facts and to do something. More

opportunities, teacher feedback and practice are necessary to use

knowledge, skills and abilities to solve problems successfully. The

sequence from easy to complex towards problem solving is considered

as the best approach to solve problems in active learning.

iii. Specific learning occurred in specific environment while many facts

are transferred to other domains of human brain. This is the reason

why students use knowledge, skills and attitudes in different subjects.

16

iv. Students learn more in groups as compared to learning individually.

Peers create competition approach among learners and learners are

motivated to achieve goals.

v. Learners can explain the content in their own words after meaningful

learning.

The desire to have high academic achievement is present among the learners

since childhood. Most of the learners face difficulties and problems in the process of

achievement. Problems during teaching learning process are those situations in which

learners are motivated to achieve objectives in the presence of obstacles. These

obstacles do not allow the learners to achieve something, but motivation is the best

tool to reduce problems and enhance the level of achievement (Ross & Markman,

2005). In the same context, Woolfolk (2004) has described that problem is the initial

stage of goal achievement. It provides the path to achieve the solution of the problem.

Learners can overcome the problems with the help of their skills, knowledge and

abilities acquired by them in learning process.

The fundamental tool in teaching learning process is mindfulness. Mindfulness

is calm and unemotional listening of sounds and voices during learning to create

power of thinking. Mindfulness involves the participation of mind, heart and all the

five senses in learning process without any judgment. It provides the basis for ethical,

social interaction and democratic values. Mindfulness is considered as a most

powerful tool in teaching learning process to enhance the pedagogical practices. A lot

of practice is involved in mindfulness. It is fully based on interaction among the

learners and teachers to focus on only the present situation of learning. The process of

mindfulness requires patience and tolerance, but tolerance should not be used as a

confusing agent. Learners and teachers use mindfulness to create the decision making

17

power during teaching learning process. The root of mindfulness is derived from

Freire’s pedagogy of freedom and Bloom’s taxonomy of learning. The main focus of

Freire’s pedagogy of freedom and Bloom’s taxonomy is that the involvement of

research, culture and learners in teaching learning process and the creation of

possibilities for construction of knowledge, skills and attitudes for learners (Dannielle,

2014).

The learning style of each individual is different from each other. Joshi,

Venkatasubrahmanyam & Anvekar (2014) have presented three common features of

cognitive learning styles:

(i) Visible: This style of learning involves graphs, pictures, videos and

other visual aids. It provides perception rules to learners. An individual

becomes able to memorize and recall the information through visible

learning. Students feel satisfaction on watching videos instead of

lectures.

(ii) Voice: Hearing and speaking are used in this type of learning.

Appropriate sounds help the learner to get information. Learners can

retain and use information with the help of hearing and speaking.

Background music and different types of sounds help to recall.

(iii) Sensory: New knowledge is acquired through practical or activity.

Group work technique is used to learn in less time. Generally sensory

learning is effective in learning.

Learning styles relate to teaching styles but are used to make

classroom environment more motivated towards learning and enhancement in

academic achievement level.

18

2.1.2 Learning Tools

Zajonc (2009) has explained that situation mediation would be used as a future

pedagogical tool for classroom instruction. Mediation is a dramatic situation in which

learners enter to obtain knowledge spiritually during teaching learning process.

Spiritual type of imaginative mediation can be used to transfer of knowledge through

the effective religious and classical content. Practice, patience and tolerance are the

necessary requirements to promote imaginative mediation.

The engagement of learners in teaching learning process is necessary to

achieve objectives of the learning. The engaged methodology is the combination of

union of minds, body and intrinsic motivation of learners through which learning

becomes love for learners in classroom as well as in daily life experiences. Rendon

(2008) has stated some points for teaching learning process after the study of engaged

integrative learning:

i. Transfer of knowledge should be less shatter and more conceptual.

ii. Encouragement of democratic style of learning and discouragement of

autocratic style in teaching learning process.

iii. Active learning should be promoted rather than passive learning.

iv. Education should be focused on shared vision of construction of

knowledge instead of focus on information and facts.

v. Change in behavior should be concerned with the whole personality of

an individual and should not be focused on only intellectual

development.

vi. It must be focused to on issues of diversity in classroom learning.

vii. Collaborative approach in learning and active learning should be

promoted during teaching learning process.

19

Different types of active learning strategies are used to engage the learners in

classroom during teaching learning process. The learners are involved in learning

process with the help of teaching strategies. The learners become able to think about

the things. Prince (2004) has stated the following advantages of active classroom

learning:

i. Active classroom learning provides the opportunity to enhance short

term and long term memory.

ii. Students improve their academic achievements and level of

performance.

iii. Students enhance their level of conceptual understanding two times

more as compared to traditional way of learning.

iv. Active classroom learning is used to improve the level of retention and

attention towards learning process.

v. It improves the interest and engagement of learners in classroom.

vi. Active classroom learning reduces misconceptions of learners about

the content.

vii. Critical thinking skills among learners can be promoted through active

classroom learning.

viii. It also develops a strong relationship between teacher and student.

ix. It enhances the self esteem and creates teamwork skills among

learners.

Teaching and learning process is directly linked with the retention and

attention of the students in classroom. Some students show reasonable academic

achievement through memorization of content, collection of information about

content and without proper understanding. But this is said to be type of test taken.

20

However, retention of knowledge is necessary to achieve high level of achievement.

Forsgren, Chirstensen, & Hedemalm (2014) have presented three basic classroom

strategies that push the students towards memorization. Students enhance their

broader view, deeper concept and understanding about knowledge with the help of

case studies and simulations. Case studies and simulations create the power of

thinking among the learners to achieve academic success. Students relate and apply

the knowledge, skills and attitudes with daily life with the help of simulations. Some

graphical and logical tools like concept maps and flow charts are used to help the

students in differentiating between words and concepts. Visualize connections

facilitate the learners to think analytically about previous knowledge and apply them

in daily life. One minute test is considered as effective tool of active learning strategy.

This tool is used to assess the child during teaching learning process. One minute test

includes open ended questions about the content of the classroom.

Kelly (2007) has stressed that immediacy is an effective instructional

classroom tool through which learning behavior of the learner can be modified. The

distance between student and teacher is decreased due to immediacy. There are two

types of immediacy behaviors namely (a) Non verbal behaviors; and (b) Verbal

behaviors. Non verbal behaviors in classroom involve gestures, tone while addressing,

eye contact, smile on face, postures of body, and movement around the class, more

attention to students rather than white board, removal of barriers, professional attitude

and casual, neat and clean dress. On the other hand verbal behaviors consist of

feedback to students, apathy, kindness, cooperation, students call by first name,

classroom conversation and subject command. Learning tools are essential for

classroom environment to engage learners in creative task during teaching learning

process which also provide motivation to learners towards innovative task.

21

2.1.3 Learning Strategies

The teaching learning process is a complex process because it involves not

only transfer of knowledge, skills and attitudes but it also facilitates and influences the

process of learning. Teacher is the main agent to carry out this complex process in

classroom. The whole teaching learning process focuses on understanding and

perception of the learner. Teaching methods and strategies help to facilitate the

understanding of the learners about the content. Teaching skills can be enhanced

through different types of teaching strategies like microteaching which is used to learn

and to develop pedagogical skills. Microteaching involves six steps: (i) Planning, (ii)

Teaching, (iii) Observation, (iv) Re-planning, (v) Re-teaching and (vi) Re-

observation. Teaching complexities during teaching learning process can be

minimized through proper use of microteaching (Chen, Zeng & Yang, 2010).

Microteaching is a substantiated method to achieve instructional experiences and

enhancement in teaching skills. A single concept or very small lesson is undertaken

for practice at one time. It is real teaching and immediate feedback can be obtained

after each and every lesson (Bell & Maladenovic, 2008).

Rogers (2003) has stated two approaches of teaching learning process. One

approach is named as task conscious while the other is learning conscious approach.

Task conscious approach is concrete and all time learning, which is based on specific

activities as per general principles of learning. This type of learning starts at home

with the help of parents and other family members. During this stage the learner may

not be conscious about learning, but has some awareness about the specific task,

while learning starts with the facilitation of learning process. The process of learning

itself is a task, in learning conscious approach the learner has awareness about the

learning under guided circumstances during teaching learning process. These two

22

approaches are present in families as well as in schools. The combination of these two

learning approaches makes a continuous sequence of teaching learning environment.

Both unintentional and accidental learning episodes are essential for the survival in

daily life activities. The experiential activities arise from daily life routines and

provide strong basis for conscious learning. The learning activities can be made more

purposeful to learn something within prescribed content in a systematic way by using

conscious approach of learning. Conscious learning also helps to create motivation for

self directed learning. In fact, conscious learning endeavors to fulfill learning needs of

the learner in a formal mode during teaching learning process.

Metaphors are used to identify the dimensions of teaching learning process

along with the functions and performance of teachers (Jensen, 2006; Patchen &

Crawford, 2011). Similarly Haggis (2004) has explained that metaphor is an agent

which is used to shape the thoughts and nature of activity in a creative manner.

Students are allowed to discuss or talk about teaching learning process, understanding

about concept and nature of learning in a creative manner. Fernandes (2008) has

stated that there are main two advantages of using metaphors: (i) It provides

foundations for fundamental concepts in a communicative nature; and (ii) It helps to

facilitate the invisible things visible.

Teaching learning process is defined by professional development of teachers.

Pedagogical research is linked with the issues related to academic culture,

professionalism of teachers and continuous professional development of teachers.

These issues are related to academic context. When research is carried out in the

dimension of pedagogical issues then innovations can be made which are very

favorable to teaching learning process. The broader range of knowledge with

reasoning can be transferred in classroom. So analogical reasoning and specific use of

23

metaphors are considered as necessary tools for teaching learning process. The

analogy is used to make learning models which facilitate teaching learning process.

Its dimensions start from reference domain and ends at targeted domain and metaphor

can be explored (Steen, 2007).

The thinking process of students in classroom can be created through Meta

cognition. Many researchers believe that the approach of thinking process of learners

is necessary for teaching learning which should be visible (Tanner, 2012).

2.2 Theories of Learning

All learning theories are considered as conceptual frameworks which describe

the path to acquire knowledge, skills and abilities processed and retained during

teaching learning process. Previous knowledge, cognitive domain, emotional factors

and environmental conditions provide a sound and safe foundation for understanding

the concepts (Illeris, 2004).

Behaviorist school of thought believed that learning is associated with

conditioning. The system of rewards and praise is necessary for learning. The experts

of cognitive theory of learning believe that change in behavior is very narrow and

unacceptable believe which enforces the study of learner instead of environment.

Constructivists have viewed that the ability of learner depends upon already known

knowledge. The process of acquisition of knowledge, skills and abilities is a

continuous process of construction. Transformative learning theory refers to focus on

learning process which is based on brain and multiple intelligence (Ormrod, 2012).

Direct instruction focuses on teacher directed approaches which effect learning while

learner centered approaches are based on cognitive theory of learning instead of

teaching. The philosophy of cognitive theory of learning has long lasting and durable

24

influence on teacher education (Louden et al., 2005; Rohal & Greaves, 2004; Rowe,

2005).

The debate about teaching strategies has been generated since many years.

This debate has created controversy between classroom theory and practice. There are

two main positions that provide foundation for controversy: one is an explicit

instruction while the other is learner centered constructivist methods of learning

approaches (Purdie & Ellis, 2005; Westwood, 2006).

Westwood (2006) has explained that constructivists have proved that teaching

methods must be student centered that can establish a relationship between knowing

and learning. The advocates of constructivism like Dewey (1933), Piaget (1954),

Bruner (1966), Ausubel (1968), Vygotsky (1978) and Rousseau (1979) and have

proved their work on active and experimental learning which is based on student

centered learning approach. The constructivism approaches in learning and teaching

includes anchored learning, situational learning, discovery learning, problem based

learning and task based learning. The problem based learning is considered as issues

based learning which has become most popular teaching learning approach in medical

field and other professional fields of education during recent years. Problem based

learning is linked with student centered approach of learning and based on two

important rationales i.e. (a) students have intrinsic motivation towards learning

process, so they are involved in the learning process, (b) the content of learning

becomes more authentic, interesting and relevant for learners.

The data collection about understanding and perception of students is essential

to take forward steps in learning process. For this purpose formative assessment is

considered as the best tool to select the pace of learning during the teaching learning

process. Stiggins (2006) has suggested the balance approach for assessment in

25

classroom environment. The balanced approach should perform two functions: (i)

assessment of learning and (ii) assessment for learning. The process of classroom

assessment is continuous measurement process through which collected feedback can

be used to enhance teaching learning process. The formative assessment process

provides feedback to learners and teachers which meet the need of the learner. Both

low and high achievers raise their level of achievement through formative assessment.

Teachers should use the formative assessment not only for the progress of learners but

also for the modification and enhancement of their own instruction.

Popham (2006) has stated that teachers should follow the national standards

of curriculum in teaching learning process because they are accountable against these

standards. Teachers should determine and carefully analyses the skills and knowledge

that they want the students to acquire and to have mastery over them within

prescribed limits of national standards. After the completion of analysis teachers can

do the work jointly to develop formative assessments for each subject. Formative

assessments provide basic information to teachers about their work they had done,

what they did not do and what they should do. Teachers can get the information about

their targets from formative assessment. For example, if all the students or majority of

students in the classroom are making the same error or mistake in their responses,

then it is a clear indication need for improvement in instruction. This

misunderstanding can be overcome through appropriate modification.

Differentiation approach of instruction is termed as the classroom instruction

according to need of the learner. Differentiation involves a lot of efforts from teachers

to make positive response to learners in teaching learning process. Teacher has to take

care of individual differences during teaching learning process. Teachers use this

approach to create the best learning possible experiences in classroom. Teachers can

26

differentiate content, process, product and learning environment according to learning

profile, interest and readiness towards learning. The differentiating content includes

reading materials as per mental level of learners, presentation of ideas with auditory

as well as visual approach, challenges of skills and advance thinking levels. The

differentiating process involves all those activities that help the learners to learn their

life skills. The activities should be framed on the basis of interest and encouragement

so that students are able to explore the natural talent about the content within specific

time limits. While the differentiating product consists of expression about learning

such as to create, to show, to write something and to develop and to label diagram etc.

It also provides encouragement for innovations and own assignments. The

differentiating learning environment includes peaceful classroom learning

environment which helps the learners to create collaborative approach of learning,

facilitates individual needs, allows the students to get help from teachers and peers

and adjust movement space in seating arrangement of classroom (Tomlinson, 2000).

Learning theories do not a part of classroom environment but these theories

provide us basic foundation for learning environment in classroom.

2.3 Individual Differences

Amin (2006) has stated that individuals are different from each other with

respect to specific as well as various traits. The difference in performance can also be

noticed between individuals during a particular task. Social, physical and

psychological features and characteristics of each individual are different from others.

The major areas of individual differences of learners are chronological age, height,

weight, intellectual abilities, aptitude, interest, motivational level, attitude, family

background, socio economic status and home environment. Chronological age

represents maturity level of learners which is considered as a basic factor of

27

difference. Readiness to learn in any circumstance is also different for each individual

at any level of learning. Learners differ from each other during performance of

classroom activities. Generally, motor coordination and ability to perform activities

increase with the increase of chronological age. Obstacles in speed of performance

and control over fatigue can be reduced with the progress in chronological age.

Bhattacharya (2003) has mentioned that individual differences among the

learners provide a platform for variations and difficulties during teaching learning

process. The nature of these differences depends upon the desires, emotional feelings,

learning behaviors, attitudes, and abilities, learning difficulties, socioeconomic status

and developmental changes among the learners. Students show different achievement

levels on the basis of these individual differences. Every individual is unique in his

personality traits, which are based on cognitive and affective domains. The feelings,

perceptions and attitudes can be determined through individual differences which are

helpful in enhancing learning and achievement level. These individual differences

might be identified on the basis of human personality as well as due to environmental

responses. One learner can be differentiated from others on the basis of individual

differences in relation to their functioning and performance. Learners possess

different types and nature of feelings, emotions, physical and mental development,

social and ideological perceptions.

David (2007) has stated that gifted learners perform as a confident leader,

designers, innovative thinkers, problem solver, high achievers and excellent

performer. They can be superiors to other students due to these qualities. The IQ

range of gifted students is 140 and above, superior students lie in the range of 120-

139, high average students have range of IQ 110-119, average students lie within the

range of 90-109, low average students have IQ range 80-89, borderline defective

28

students lies within the range of 70-79, while mentally defective students are placed

under the IQ range below 70. The number of gifted students is a very less in

classroom but they need more attention as compared to others. The IQ level of

students can be measured with the help of following formula:

IQ = 𝑀𝑒𝑛𝑡𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡

𝐶ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑋 100

Moral behavior of an individual is considered as a basic and essential unit of

living for survival in a society. Man is incomplete without society that is why un-

groomed individuals are not accepted by society. Each and every society has its own

norms, values, limitations, certain rules and ethics. Similarly, there are some

limitations in case of religious societies. Therefore man is considered as a social

animal, so individual should realize his/her importance for society. The rules of

society can be studied under the cognitive, behavioral and emotional domains. The

awareness about the responsibilities of an individual for society starts from home and

secondary schools enhance the level of awareness and train them for proper

adjustment in society. Character building of students is the main and utmost

responsibility of parents and schools. Moral development can be made through

intrinsic motivation. A morally developed individual can be adjusted in society soon

according to norms and values of society. It is proved that moral by developed

students have greater attention towards norms of society and religion (John, 2007).

Similarly, Loreman and Deepler (2005) have argued that the awareness of values,

beliefs and attitudes about wrong or right can be developed among the learners

through proper guidance. Proper and in time guidance and counseling not only

influences behavior of learners but also the emotional responses. It fulfills the needs

of the learners in teaching learning process.

29

Psychological and gender differences among learners may exist in learning

environment. It has been found from research studies that performance of girls is

higher than boys in reading, comprehension and vocabulary. Whereas, performance

of boys is greater than girls in spatial and quantitative abilities as compared to girls.

Social class differences may exist among learners. The social status of family is

another factor of individual difference which can be measured through income,

occupation and educational level of parents. Furthermore, the existence of previous

knowledge and experience of learner has vital role in learning. It provides solid

foundation for future learning (Amin, 2006).

Gifted students are the assets of any nation, which can be focused with the

help of proper research on individual differences in classroom. These students have

extra ordinary power of creativity on the basis of high IQ level. Gifted students have

intrinsic motivation towards learning and to show or to achieve high achievements.

The abilities of gifted students are associated with high IQ level, high performance

level and intrinsic potential to achieve academic position. Dash (2007) has presented

the following areas that can differentiate gifted students from others:

i. High level of cognitive ability

ii. Aptitude towards learning

iii. Innovative thinking power

iv. Power of management of time

v. Focus on high achievement

vi. Ability to use the senses at proper time

Heredity and environment are two main factors through which individual

differences in intelligence may occur. Heredity determines the mental capabilities of

learners. Genetic elements play a vital role in determining individual difference of

30

learners as compared to environmental factors. Learners above or below in

performance or a particular behavior in relation to their age are termed as exceptional

learners. Learners who are above the average level of age group are gifted learners.

Gifted learners are creative, innovative and active during learning process. Below

average age group students are disabled learners. These learners have some

disabilities in learning. These learners have different types of disabilities like

dyslexia, hyperlexia, visual dyslexic and auditory dyslexic etc. Learners having

disability to read are called dyslexia. Learners who can read but cannot understand are

named as hyperlexia and visual dyslexic learners face difficulty in recognition of

written words. Auditory dyslexic learners face difficulties in conversion of sounds

into meanings (David, 2007).

2.4 Role of Teacher in Learning Process

Sharma (2006) has stated that guidance, counseling and moral training are

necessary tools for learning process. In the same context Elizabeth (2007) has

elaborated that role of teachers and parents are necessary to provide guidance and

proper counseling to young children, and to influence their behavior in such a way

that they become responsible citizens within the meanings of ethical norms and

values. The main objective of education is to change the behavior of learner towards

adjustment in society. Michael (2007) has shown that peers can play a vital role to

bring change in behavior, attitudes and values of learner during teaching learning

process. If proper guidance and counseling is not provided to young children at school

level, then they might be maladjusted in learning process. So schools should play their

role in this regard to develop young children morally and ethically.

Cotton (2004) has presented three main components of any type of emotions:

(a) intrinsic perception, (b) physical change and (c) change in behavior. Every person

31

wants to express emotions on the basis of three components. Most of the people want

to express their inner feelings and emotions like sadness, happiness, harshness,

politeness and aggressive reactions. Emotions might be positive or negative in nature

due to change in behavior. Guidance provides the facility to change the direction of

negative emotions into positive ones. Psychologically and emotionally disturbed

students require more guidance, counseling and attention to solve educational learning

problems. The learners can misbehave with peers and teachers in classroom due to

psychological problems.

The role and social responsibilities of children are changed with the passage of

age. They change their habits, routines and attitudes at home as well as at school. The

reflection of these changed habits can be seen in society. Such habits create emotional

disturbance in young children. This emotional disturbance may be temporary and

vanish after change in behavior. Classroom guidance and counseling play an

important role to minimize the span of period in relation to emotional disturbance.

Teachers can provide proper direction to learners in order to express emotions and

balance emotions of learners at school level is required to establish a better society

(Chauhan, 2007).

The change in physical development of young children has effect on

psychological needs. The anxiety is created among children due to change in size,

shape and physical environment. Secondary school teachers play a vital role in the

elimination of anxiety among the learners. Teachers recognize and feel the problems

and issues that are faced by learners during teaching learning process. Teachers can

guide their learners properly in order to satisfy them during learning process (Lyn &

Margaret,2005).

32

2.5 Creative Learning

All types of play are not considered as creative play for creativity. It is the

responsibility of teachers to select those classroom instruction strategies which help

them to achieve objectives of the lesson. Teachers need to realize the purpose of

activities. They should know that how play can provide motivation to learners in

teaching learning process (Craft, 2003). There are varieties of lesson plans that help

teachers to create creative thinking among learners and to achieve lesson objectives

(Houston, 2007). In the same context, Lau, Ng & Lee (2009) have presented five steps

of creativity: (a) Carry out the need analysis with critical point of view for play and

activity; (b) Select all possible ways to achieve objectives; (c) Choose the strategies to

create divergent thinking; (d) Draw a flow chart to make analogies and step by step

associations; (e) Consider the emotional situations to solve the problems. These

strategies can be helpful to explore ideas and find out different ways for solution. The

experienced teachers should create a play environment to explore alternative paths

towards intrinsic and extrinsic motivation of the learners during teaching learning

process.

Suleman, Javed and Hussain (2011) have stated two main reasons for

unsatisfactory use of information technologies during learning teaching process in

classroom environment: (i) Supply of low standard and less quantity of information

technology to schools, (ii) Untrained human resources.

John (2007) has stated that academic achievement of the learners is influenced

by many variables; the most powerful among all variables is feedback. Feedback

plays a vital role in order to enhance formative assessment process in classroom

environment to achieve learning objectives effectively. Feedback is information about

33

the effort of the learner to achieve goals. Mazur (2009) has stated that feedback refers

to all types of remarks includes written or oral, advice, comments, assessment,

evaluation, encouragement and praise. Feedback must be goal oriented, goal

referenced, clear, achievable, actionable and friendly, timely, valid and reliable.

Qualifications and Curriculum Authority/Department for Education and

Employment of United Kingdom QCADEE (2000) has focused and realized the

strength of creative thinking and critical perception of students. This department has

suggested that creative thinking and critical perception is the demand and necessity of

the twenty first century classroom. The well planned and focused play is the best tool

for learning through which students can solve their learning and daily life problems

with enjoyment. Curriculum is considered as a fundamental tool through which

students obtain creative thinking and imaginative thinking. Curriculum provides the

opportunities to students for creation, critical thinking, innovations and imagination so

that they become responsible citizen of the society. QCADEE has suggested five steps

to provide effective creative development: (a) create such learning environment in

which originality of the creation can be freely expressed; (b) proper time schedule

should be arranged for learners to explore some kind of innovation; (c) different types

of activities should be arranged for active participation of all the senses of learners;

(d) opportunities must be provided to learners for presentation of ideas and (e)

collaborative approach of learning should be promoted. In fact, teachers play a vital

role in the creation of any activity in the classroom. They encourage the learners and

adopt different types of learning strategies for inspiration and motivation towards

learning process.

Most of the teachers assume that classroom creativity will occur without any

care. Teachers have the responsibilities to help students in creative learning. Teachers

34

can pursue from observational stage of creativity to end product. The process of any

creativity is associated with content. Gude (2010) has indicated following steps for

creative activity:

(i) Establishment of safe environment

(ii) Safe and sound perception of students

(iii) Engagement of students

(iv) Guidance towards achievement of learning objectives

(v) Concentration about ideas

(vi) Feelings of happiness among students

Physical environment of classroom helps to promote creative learning skills

among students. It involves human resources, materials, appropriate time, methods of

teaching, interest of students, peers relationship, ownership of activity and

relationship between students and teachers. Students should be allowed to perform

activity according to their own learning pace without any force or pressure. It is also

considered as one of the important tools to enhance confidence and motivation level,

social and emotional attitude, thinking and learning skills of students during

performance of creative activity. Teachers can also improve their skills, attitude,

leadership skills, knowledge about classroom interaction and needs of the students

through creative learning. The use of information and computer technology acts like a

catalyst during activity. Collaborative approach of learning is also created among

learners which is beneficial for self assessment. It has been found that creative

learning environment has positive effect on academic achievement (Davies et al.,

2013). Most of the research studies have found that adequate instruments, materials,

physical and other human resources are used to increase the pace of learning activity

(Gkolia, Brundett & Switzer, 2009).

35

2.6 Academic Achievement

Academic achievement is the performance level of a student which focuses on

attaining learning objectives, desired knowledge, skills and competencies in learning

process. When a student completes course activities with active successful

participation ultimately enhancement of academic achievement occurs. Both Grades

and GPA are the traditional ways to measure performance of students (Choi, 2005).

Measurement of academic success in terms of GPA or Grades is known as academic

achievement (DeFreitas, 2011; Dennis, Phinney & Chuateco, 2005; Zajacova, Lynch

& Espenshadet, 2005).

Insufficient and poor facilities in institutions badly affect the overall

performance and academic achievement of students. The provision of physical

infrastructure can be utilized to enhance the school environment and to high academic

achievement and performance. Hussain et al., (2012) stated some negative factors of

institutions which are the main cause of poor performance of students in Pakistan.

These factors are summarized below.

i. Old buildings of institutions.

ii. Ruptured Classroom floors and walls

iii. Deficiency of desks and chairs for learners

iv. Shortage of play ground

v. Non availability of teaching staff

vi. Less supply of drinking water

vii. Lack of information technology

viii. Deprivation of first aid facility

ix. Lack of classrooms

x. Shortage of power supply

36

Attainment in different types of learning domains are named as academic

achievement through which variety of performance outcomes can be obtained. It

covers a large range of educational outcomes. Academic achievement depends upon

those indicators which are used to measure academic performance. Generally, in

education sector, academic achievement refers to specific instructional goals and

objectives that were achieved by learner in instructional environment. The indicators

of academic achievement provide the criteria for measurement of procedural and

declarative knowledge acquired by students under the umbrella of curriculum.

Academic achievement of students is considered as an essential part of individual’s

academic life. It can be measured through GPA (Grade Point Average), Grades,

Divisions, SAT (Scholastic Assessment Test) etc. (Steinmayr et al., 2014).

Frequent visits of parents to school and meetings with teachers have positive

effect on academic achievement of students. It was found that as a result all of

parent’s interaction with teachers GPA of students in science, social science,

languages and mathematics had increased by 39% as compared to previous results

(Garcia & Ramirez, 2001). Academic performance of students is directly linked with

parents. Reading and mathematics score of students is enhanced positively with the

involvement of parents in school meetings. It was indicated that active participation of

parents plays a vital role in performance of children (Grolnick et al., 2007). Input,

process and output flow chart of academic achievement is shown in Figure 2.1:

37

Figure2.1: Input, process and output flow chart of academic achievement

Aloraini (2012) has viewed that use of multimedia in learning process is an

innovative technique through which audible and visual senses of learners can be

focused at the same time. Components like content, words, sounds, animations,

pictures and graphics make a comprehensive and attractive presentation for learners.

Academic achievement of the students can be enhanced by using multimedia in

learning process.

There is a positive correlation between academic achievement and academic

learning environment of students. Academic environment for learning includes the

facilities of library, computers, writing boards and audio visual aids. It has been also

found that there was a positive association between family income level and academic

achievement of students. The engagement of students in learning process with

continued observation by family and teachers plays a vital role in obtaining high

Grade Point Average (GPA). The GPA of students can be enhanced through proper

Assessment Techniques

Feedback Techniques

Classroom Management

Techniques

Pedagogy

Teaching Learning

Process

Academic

Achievement

Input Process Output

38

use of learning materials of the school which creates a strong relationship between

learning styles and academic performance of students (Norhidayah et al., 2009). The

level of education of parents also affects the academic achievement of students.

Higher education level of parents can produce high level of performance of their

children. Academic achievement of students depends upon the education level and

status of parents. It has been found positive significant relationship has been found

among education of parents, status of parents and academic achievement of students

(Kirmani & Siddiquah, 2008). The economic problems of the students develop a

positive attitude and habit towards learning process. In these circumstances students

improve their attitude if proper guidance is provided. The attitude towards learning is

directly proportional to academic performance of students. Well guided and observed

students obtain higher GPA in academic achievement as compared to those students

who were not guided properly (Hussain, 2006).

Students having low socioeconomic background obtain high academic

achievement as compared to higher economic status. It is an admitted fact that

socioeconomic status of different personalities is different among nations due to their

norms and values. Similarly, it also varies in under developed and developing

countries (Eamon, 2005). The monthly income of a family after deduction of

expenditure directly affects academic achievement of their children. Most of the low

socioeconomic background students get admission as per their income level in low

standard schools and reduce their chances of high achievement in their academic

carrier. The performance of students also depends upon type of educational

institution. The existence of resources and facilities of elite institutions have the

capability to prepare students for obtaining high grades. Social status of parents has

positive effect on student’s academic achievement (Considine & Zappala, 2002). The

39

financial resources of private schools effect academic achievement of students. The

provision and immediate availability of resources is a fundamental function of private

school management. Students of such schools perform better due to financial

resources, small class size, availability of computers and internet, motivated teachers

and other facilities (Crosne, Monica & Glen, 2004).

Academic performance of students at secondary level is judged by Federal

Board of Intermediate and Secondary Education (FBISE). The FBISE was established

under act 1975 of Islamic Republic of Pakistan to conduct examination of federally

administered areas cantonments and garrison. The official power of decision making

was designated under the act regarding examination and evaluation of students

studying in federal government schools and colleges at secondary and higher

secondary levels located in different provinces of Pakistan, FATA and Islamabad

Capital Territory. It also conducts such examination in foreign countries where the

institutions are affiliated with FBISE. FBISE has administrative and financial

authority to conduct, regulate and develop the examination system in Pakistan. The

assessment and examination system of Pakistan is meant for promotions of students to

next level of education. Annual and supplementary examinations are held by FBISE

every year (Malik, 2013). FBISE has stated the criteria of awarding grades to students

after assessment which is shown in table 2.1:

40

Table 2.1 Grades of Academic Achievement

S.No Percentage (%) of Marks Grade Remarks

1 80 to 100 A1 Distinction

2 70 to 79 A Excellent

3 60 to 69 B Very Good

4 50 to 59 C Good

5 40 to 49 D Satisfactory

6 33 to 39 E Pass

7 Less than 33 F Failed

Table 2.1 explains the relationship among percentages, grades and remarks of

academic achievement of secondary school students in Pakistan.

McLean (2001) has viewed that concepts of students play a vital role towards

their academic achievement. It was found that there is a significant relationship

between concepts and academic achievement of students. High academic performance

is obtained on the basis of learning concepts and understanding of students. If the

level of understanding of student is higher in learning hierarchy then high level of

academic achievement will be obtained. In the same context, Entwistle and Peterson

(2004) have indicated that academic achievement of students can be enhanced with

the help of suitable, accurate and selected method of teaching. Furthermore, learning

process is free of time and place. Students with deeper conceptual knowledge have

higher academic level as compared to those students who have only surface concepts

about learning. Conceptual learning creates the ability of flexible thinking among

41

learners. Therefore, academic achievement of students can be enhanced with the

involvement of practical content according to daily life usage.

The attainment of an individual during the academic session is known as

academic achievement. The domains of academic achievement focus on academic

areas such as reading, writing and solving of mathematical functions (Reynolds,

2002). Learners gain knowledge, skills and abilities in school subjects are affected by

test scores, usually assessed by the teacher is also known as academic achievement.

The academic achievement is usually linked with learning, but concept of

learning is the subset of academic achievement. Change of behavior in an individual

due to specific stimuli and responses is known as learning (Domjan & Grua, 2003).

Learning is an integral part of academic achievement but it is not necessary that every

type of learning be included in the domain of academic achievement.

High academic achievement plays a vital role in the lives of all stakeholders

such as students, parents, teachers and institutions of the learning. Poor academic

performance at secondary school level in Pakistan needs to be addressed (Shahid,

2008). Academic achievement can be influenced by many factors such as

environmental factors, psychological factors of motivation and personality.

The conventional methods of evaluation such as oral examinations,

observation of learners, behavioral tests, written examinations and practical

examinations are considered as effective evaluation tools to measure the academic

achievement (Gharibyan, 2005).

Behaviors of students to take help in studies from peers also affect academic

achievement. This help seeking behavior is created by teachers through evaluation of

individual’s performance. It has been found that students with such a kind of

behavior obtain high academic achievement as compared to those students who do not

42

interact with peers. Furthermore, girls feel more self uncertainty towards challenges

of academic achievement as compared to boys (Ryan, 2012).

Students become able to understand their weaknesses through continuous

assessment. Continuous assessment helps the students to overcome their difficulties in

learning and to focus their efforts towards better performance. It also provides the

opportunities to teachers to modify their pace of teaching and strengthen their

methods of teaching. Continuous assessment is beneficial to both teachers and

students and it has potential to enhance learning and academic achievement. It has

been found that students evaluated with continuous assessment process achieved

better academic achievement level as compared to those students who were not

evaluated through this process (Ali, Sultana & Marwat, 2010).

Lezotte (2010) has stated that academic achievement of secondary school

students is correlated with the following seven predictors in learning environment:

i. Control over instruction: The management of instructional record of

teaching learning process such as follow up scheme of studies, content

of course books, student attendance record and performance record is

essential to obtain high academic achievement. It also includes proper

supervision about coverage of syllabus according to standard operating

procedures.

ii. Institutional vision: The understanding, commitment and devotion of

teaching staff of the institution is capable to share instructional

objectives, aims, procedure of continuous assessment and

responsibilities among staff which is fruitful in achieving high

performance level.

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iii. Security measures: Effective institutions provide peaceful, purposeful

and free of threat learning environment to their students. Strikes, drugs

and violence are those indicators which create obstacle in obtaining

high academic achievement.

iv. Targets or expectations: Students are expected to achieve high level of

success in effective schools through teachers and other faculty

members. Teachers believe that every student would be able to get

mastery over content after learning. Students are asked to fulfill the

requirement of challenging tasks and are expected to obtain high

grades.

v. Continuous Monitoring: The measurement about progress of students

academically, objectives of learning, assessment procedure, behaviors

and result of each student individually is monitored continuously and

then high expectations are made by teachers in national examinations.

vi. Involvement of parents: Home environment of the student also

provides extrinsic motivation towards high academic achievement. The

involvement of parents in learning process is essential in this regard.

Home and school relations have significant effect on academic

achievement of students.

vii. Time allocation: Instruction can be made effective through adequate

time allocation for learning activities to students. Academic

achievement of students is enhanced with purposeful, meaningful and

organized instruction.

Nyagosial, Waweru & Njuguna (2013) have found that academic achievement

of secondary school students correlates with control over instruction, institutional

44

vision, security measures, target of expectations, continuous monitoring, involvement

of parents and time allocation for instruction which are good predictors of academic

achievement.

The process of learning includes investigation, logical reasoning, formulation

and different teaching strategies or techniques to understand and solve problems and

to achieve objectives of learning. Teachers should know that this process of learning

can be made more effective if activity based approach with logical reasoning is used

instead of route learning. Activity base learning has the ability to promote

understanding and logical reasoning due to engagement of students in problem

solving situation. Teacher-centered approach of learning involves less practical

activity and information of knowledge. Teacher is the authority to control over

sharing and information in teacher-centered learning. In contrast, student-centered

methods of teaching is considered as discovery learning in which critical thinking,

interest and devotion of students are promoted to achieve high grades, while teacher-

student interactive approach of learning provides the plate form of research for

knowledge among students. Students are motivated and encouraged to present

information rather than to remember it. It has been found that mean score results of

teacher-student interactive approach of learning was effective towards academic

achievement of students as compared to teacher-centered and student-centered

methods (Ganyaupfu, 2013).

High grades in academic achievement are obtained due to accomplishment of

regular homework. Homework assignments develop the abilities of self regulation

among students which can helpful in obtaining high grades. Students are motivated

through self-efficacy and self regulation and become responsible in learning process,

which can drive them to achieve higher grades. Furthermore, quantity, quality and

45

frequency of homework have positive effect on academic achievement. High

achievers consume their most of the time in doing homework assignments which

leads them to obtain high grades as compared to low achievers. Self regulated

students have capabilities to face challenging task and are expected to achieve high

grades (Mehmood et al., 2012).

2.7 Classroom Environment

Aldridge (2001) has viewed that classroom learning environment is very

important and powerful agent to enhance thinking of the learners. Classroom learning

environment can be made more effective by focusing student direction, social support,

academic engagement, explicit quality performance criteria and self regulation. The

innovative teaching learning environment of schools has impact on student

achievement and attitude towards learning. The use of computers and information

technology in schools creates an innovative and interesting learning environment for

both teachers and students through which students can be made higher achievers. The

computer based classroom teaching learning environment makes positive perception

for students which is helpful in order to obtain high achievement.

Education emphasis the drawing up ways for improvement in quality of

teaching and learning by enhancing knowledge, skills and abilities of learners

through motivation in classroom environment. The academic achievement of learners

depends upon classroom learning environment under professional teachers. The

position of instructors is to influence directly or indirectly on achievement of students

during classroom teaching (Lasley 2006; William, 2007). The classroom environment

facilitates the learner socially and creates the ability of mutual respect and honor

among the learners. The learners obtain emotional support and encouragement from

teachers and peers to achieve educational goals (Patrick, Ryan, & Kaplan, 2007).

46

Classroom environment includes physical, social and emotional aspects that

facilitate teaching learning process to achieve educational goals. The growth and

behavior of students are influenced by teachers and peer interaction. It is the basic

responsibility of the teacher to create the positive classroom environment for learning.

Attractive classroom learning environment promotes teaching learning process.

Classroom environment may be considered as an invisible hand to enhance

achievement level (Bierman, 2011). Detail of various aspects of classroom include

covered area and size, physical arrangement, furniture and fixtures arrangement,

preferences for environment, flipped learning, modern facilities of informational

technology, teacher-student ratio, opportunities of freedom in the classroom, control

of disruptive behavior, corporal punishment and classroom management. Factors

making classroom environment are shown in Figure 2.2:

47

2.7.1 Covered Area and Size of Classroom

Commonwealth of Virginia Department of Education (2013) has suggested

revised guidelines for classrooms. The required number of classrooms in school can

Classroom

Environment

Fixtures

Furniture

Covered Area

Writing

Board

Class Size

Flipped

Learning

Information

Technology

Freedom of

Discussion

Classroom

Management

Figure2.2: Factors of Classroom Environment

48

be determined with projected enrollment of students, physical facilities and

teacher/pupil ratio. The design of the school building during construction or alteration

should be mapped in such a way that it may be covered into some extra rooms for

learning process. Classrooms should occupy following net floor covered areas for

each group:

Table 2.2 Covered Areas of Classrooms

Table 2.2 shows that the required covered area of classrooms for secondary

school students is 700 square feet. A self contained classroom should consist of

garment storage; shelves for teachers, work counters, vestibules and fixtures, but toilet

and general storage room should be excluded. The length of classroom should not

exceeds1.5 times of its breadth.

Display of marker boards or white boards is considered as the essential tool

for classroom learning. The general height of these boards as suggested by

Commonwealth of Virginia Department of Education is shown in table 2.3.

S.No Classes Covered Area

Of Classroom

(Square feet)

1 Pre-Kindergarten, Kindergarten, Grade 1 975

2 Grades 2 – Grades 5 800

3 Grades 6 – Grades 12 700

49

Table 2.3 Height of Writing Boards

S.No Classes Display Marker Mounting Heights from

(ft) (ft) Floor to Marker (")

1 Prep – Kg Grades 20 08 24

2 1 Grades – 2 Grades 20 08 24



5 9 Grades – 12 Grades 12 16 36

The minimum height of display and marker boards should not exceed by 42".

Other required devices or audio visual aids should be adjusted as per position of the

classroom.

Post Primary Teacher’s Association (2014) has viewed about size of

classroom. According to the New Zealand Post Primary Teacher’s Association Te

Wehengarua (PPTA) that quality of education depends upon size of the classroom.

Small size of classroom provides opportunities to young children towards quality of

education. Number of students in a classroom should not exceed 26 students.

Owoeye & Yara (2011) have stated that class size of secondary school

students is linked with academic performance of the students. The number of students

in secondary classroom should not more than 30. Class size is an administrative

decision in learning environment and teachers have no control over it. But the

performance of students relate with the performance of teacher. Researchers have

found that size of class is a significant factor towards degree of success of students.

Often in small class has the opportunity to explore much as compared to large class. It

50

is difficult to know all the students personally in large class by the teacher due which

many discipline problems arise.

Kornfeld (2009) has found that small classes achieve high academic

achievement as compared to those classes who have large number of students. The

student – teacher relationship and quality of teaching are the most important variables

which help the students to get high level of academic achievement. Small classrooms

provide the opportunity of high quality of professional development, regularity,

punctuality, collaboration, strong mentoring and high quality of skills to students.

Proper guidance and counseling is provided in a small class due to possibility of one

to one interaction between student and teacher. Small classes focus on group work,

inquiry and discovery oriented lessons, creative and innovative activities. Small

classrooms require different classroom management techniques as compared to large

classrooms. Small class emphasis on individual learning techniques, self esteem

passions and interest of the learner, which is necessary for the achievement of high

academic achievement.

The above mentioned studies of Virginia and New Zealand about covered area

of classroom and classroom size are the guide lines for developed countries having

more finential resources as compared to developing countries. Pakistan can also meet

those standards in future to compete globally in the field of science and technology.

2.7.2 Physical Arrangement in the Classroom

Burgstahler (2012) has viewed that organization of the furniture in class room

is important. All the students need to have enough space for easy movement in

classroom. In the same context Liberman (2008) has also stated that all teachers and

management use universal design of classroom environment which helps in learning.

The approach of universal classroom design started in the field of architectural design,

51

when engineers felt that betterment of the start of construction is better than later

renovations, Samuels (2007) has urges that universal classroom design includes the

facilities like materials, equipment, space, light, ventilation, safety apparatus and

other physical procedures and facilities. Such facilitates are intend to improve the

learning process.

Provision of facility in the classroom is used to take into coordination of the

personality traits of learners. These traits are used to understand individual

differences, knowledge and prediction about behavior such as to teaching learning

process in classroom environment. The interaction of the learner with the environment

is very complex to analyze and manipulate because situation of the environment

changes day by day. So, there is a closely linkage between learners and environment

(Larson and Buss, 2005).

Teachers are the most powerful personalities to influence students learning in

classroom environment. The arrangement of desks in rows creates disruptions and less

focus on achievements of students. Since human beings are social creatures and want

interaction and attention, but this type of classroom arrangement does not focus on

interaction between teachers and students. The physical and mantle presence of

students is necessary during teaching learning process. Physical environment of the

classroom has significant effect on academic achievement of the students. The

structure of classroom, colors of walls and physical environment make conducive

environment for cooperative learning (Davidson, 2007).

Katie (2014) has stated that teacher can do a lot of things in classroom

teaching learning process to achieve success of students. Teacher can offer additional

time to create the habit of personalized learning among students. But physical

arrangement in classroom has its own impact on learning. The arrangement most

52

often includes desks, chairs and charts etc. It has been found from studies that with

the help of effective classroom design teacher can enhance performance and

achievement of students up to 25%. Positive effects of classroom includes inspiration,

extrinsic motivation, concentration, enhancement of positive behavior, reduction in

misbehavior, encouragement, support in achieving good results and ability of

communication. Katie (2014) has suggested the following items should be considered

during planning for effective classroom:

i. Furniture: Tables, chairs, teacher desk, teacher chair, cupboards etc.

ii. Design Layout: Arrangement of furniture

iii. Tinge: Colors of the walls, roof and floor of classroom

iv. Temperature: The degree of hotness or coldness of classroom or

internal temperature of classroom

v. Acoustics: Related to sense of hearing for both teachers and students

vi. Lighting: Related to clear vision for learners.

Linda (2005) has stated that physical layout of the classroom is the initial

stage of learning. Classroom management involves arrangement of seats and desks,

space for each student, attractive charts and bulletin boards and storage for different

aids. Teaching style depends upon physical layout of the classroom environment, for

example, U-shaped desks and chairs arrangement can be considered for whole group

discussion, Learning stations can be arranged for individualized and self paced

learning. A high level of thought and planning is required to create student centered

classroom learning environment. Informational technology tools like TV, stereo

sound system, CD player, DVD player, multimedia and availability of internet are

also necessary for twenty first century classroom. The creative work of children

displayed on bulletin boards creates motivation towards student centered learning.

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Physical layout of classroom creates a sense of motivation among students that

enhances learning and reduces behavior problems during teaching and learning

process. Classroom environment is considered as another teacher for students.

Classroom environment should consist of reward system on completion of

task, discussion and conversation desks, a large table for creative work, projector

place, multimedia spaces, learning stations and individual task areas. The disruptions

and confusions can be reduced or minimized through proper access and supply to

materials for creative activities (Linda, 2005).

Suleman & Hussain (2014) have concluded from their experimental research

that academic achievement scores of secondary school students in Pakistan can be

enhanced through favorable classroom learning environment. So physical

environment of classroom should be well organized and equipped with learning tools,

it can be used to enhance the level of academic achievement. The physical

arrangement of classroom facilitates the effective instruction which help in improving

performance of secondary school students. Physical classroom learning environment

is the combination of light, temperature, ventilation, comfortable desks, chairs,

colorful walls, roof, floor, size of the room, white or green boards, teacher chair and

desk, rugs and computers.

The arrangement of desks in the classroom should be adjusted as per eye

contact and easy approach of teacher to each and every student. The large amount of

space is required for the adjustment of desks in classroom. Desks can be arranged in

rows facing teacher desk and U-shaped configuration for small groups. U-shaped

adjustment is suitable for students because every student has the front row seat for

learning. Besides arrangement of desks and chairs, other factors like temperature,

lighting, colors, shadow and noise level are the factors which affect the performance

54

and achievement of the learners. It has been found from researches that when a

teacher manages all the environmental factors properly then achievement level of the

learners can be enhanced academically as well as behaviorally (Linda, 2005).

Teachers and learners are main elements of classroom environment. The

physical environment of classroom arrangement and organization includes floor,

windows, walls, and desks, chairs, writing boards, computers, cupboards and dice.

Classroom physical environment refers to the satisfaction and comfortableness of

students. If learners are satisfied and they have trust on teaching learning process then

they show better performance as compared to unsatisfied and uncomfortable students.

Adverse classroom environment can demoralize the learners and they show poor

academic achievement, so morale of students is also an important ingredient of

classroom environment (Fisher, 2008). The design of classroom environment can be

used to facilitate and enhance the learning process. The physical environment of the

classroom behaves like a silent curriculum (Taylor & Lasts, 2009).

Bruce (2003) has stated that learners should be informed about objectives of

the lesson or task. Teacher should explain the objectives of any given assignment or

project to learners. Teacher should establish clear objectives and rules which

motivates the learners in order to achieve objectives. Teacher can provide healthy

classroom environment which motivates learners towards learning. Appreciation and

positive feedback are the basic elements of motivation. Teacher should deal students

in positive manner so that problems can be diagnosed among learners. The

arrangement of field trips for students according to their curriculum can increase their

interest in a subject and in this way they are motivated towards learning. Learning

activities and different teaching strategies can be used in classroom environment in

order to create motivation among learners. Use of local examples, awareness of

55

events, news and information about innovative technologies during teaching can

create intrinsic motivation.

Classroom environment is the combination of many things. Effective

classroom environment is created by school for teachers and learners so that learning

can be made easy and effective. Teachers and peers want a peaceful and positive

classroom environment in which learning is enhanced. Classroom climate consists of

all the social, psychological and physical dimensions for survival. The main purpose

of classroom environment is to achieve common educational goals under organized

and planned manner. Good classroom environment has following characteristics.

i. The school climate in which classroom exists.

ii. Physical size of the classroom.

iii. Instructional pedagogy.

iv. Guidance and counseling for learners.

v. Awareness of self control among the learners.

vi. Autonomy about classroom as owner.

vii. Facilitation of freedom of expression and discussion.

viii. Learning objectives of each lesson.

ix. Level of motivation.

x. Type of feedback

xi. Curriculum modification as per existing environment.

xii. Encouragement on innovative task.

Hussain et al., (2012) has stated the classroom physical environment factors as

listed below:

i. Visual factors: Natural and artificial lighting and other parts of

classroom environment.

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ii. Acoustic factors: Verbal communication in classroom environment.

Noise level of students and teaching methods are also included in

acoustics factors. Cognitive performance and functions can be

damaged through continuous noise.

iii. Thermal factors: Heating and ventilation in classroom environment.

The factor of weather is out of control of teachers.

iv. Spatial factor: Space and behavior of the learner in terms of

communication.

v. Time factor: Number of minutes or hours in which learner is engaged

in learning process.

2.7.3 Consequences of Sub standard Furniture and Fixtures

Inderscience (2013) has stated that Chronic back pain among students during

classroom instruction may be contributed to undersize student chairs, under length

desks and low quality of backpacks of furniture. It has been found from the research

carried out at the University of Lisbon that two thirds of students out of 138 suffered

from back pain due to mismatch of student chair and desks. Girls suffered more than

boys due to greater height of desks and chairs of classroom. There are many factors

for back pain among students like injury, lifestyle, stress and anxiety, but student’s

desk and dimension of student chair also play a significant role in back pain

occurrence. One of the causes of backbone problems among students is that many

students spend most of their time at one place without any physical activity on chair.

Therefore, The World Health Organization (WHO) has recommended that students

must spend at least sixty minutes in physical activities every day during classroom

learning process. So, it can be concluded that dimensions of student chairs and desks

play a vital role in reduction of health problems as well as enhancement of learning.

57

Every teacher should recognize that classroom learning environment will

affect academic achievement (Wiles and Bondi, 2007). Similarly, an effective teacher

has the ability to arrange his class properly (McNergney & McNergney, 2007). It is

the responsibility of a good teacher to manage the effectiveness as well as the disorder

of the classroom environment during learning (Jolly, 2011).

2.7.4 Preferences for Classroom Environment

Linda (2005) has presented some useful tips to address classroom

environmental preferences:

i. Areas for Light: Some students like to learn in dim light while others

feel comfort in bright light. Area for dim light and area for bright light

should be arranged in classroom. Students may be allowed to sit in the

corresponding areas of their choice for comfort.

ii. Opportunities for mobility: Many students learn better in the state of

mobility instead of still sitting at one place. Children move from one

place to other place so that they require new and up to date

information, in this way they enhance their learning. So teacher should

provide the opportunities of movement to students during teaching

learning process.

iii. Informal arrangements: It has been proved from studies that 75% of

the total human body weight is carried by a bone of four square inches

when human being sit straight on a hard chair. A lot of stress is

adjusted by buttock tissues. The state of fatigue and discomfort arises

due to this stress, so alternative arrangements like carpet or soft chairs

should be arranged to reduce discomfort of the learners and for the

enhancement of grades.

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iv. Temperature awareness: Students should be encouraged about the

temperature preferences. Sometimes temperature changes dramatically

and students are not ready to adopt those changes. So students are

advised properly to manage themselves according to warm or cold

temperature conditions.

The attention and engagement of students can be made more effective through

arrangement of desks in classroom during learning process. Many teachers use

semicircle or cluster arrangement of desks in classroom. These arrangements of desks

have several advantages. Teacher can encourage cooperative learning and social

support among learners through active participation of learners with adjustable desk

arrangements. Proper desk arrangement provides the opportunities of engagement of

learners in learning process. Seating arrangement of students should be made

comfortable for students and according to eye contact of teacher in classroom

(Higgins et al., 2005).

Iqbal (2005) argued that all the physical infrastructure and human resources of

classroom environment should be selected for learning rather than teaching. Weiss

(2007) has viewed that learning can be enhanced through the proper use of charts,

graphs, globes, multimedia, computers and its educational software, internet and

informational technologies in classroom environment, but unfortunately, these audio

visual aids are not being brought into action against the expectations. Oliver &

Lippman (2007) & Suleman, Javed and Hussain (2011) has also argued the main

reason for little use of all facilities in the present design of classrooms does not

support all audio visual aids.

Classroom activities are affected by internal and external classroom sounds.

Noise directly affects on short term and long term memory of students in classroom.

59

Furthermore it may create disturbance in reading, motivation level and intention

towards learning process. Students feel difficulties to perform verbal tasks during

activity due to noise. Background sounds have negative effect on students test scores.

It was found that academic performance of secondary school students is affected by

environmental noise (Shield & Dockrell, 2008).

2.7.5 Classroom Flipped Learning Model

Musallam (2011) has presented Flipped Learning Model through which

teachers teach lessons to a small group of students with the help of innovative

technologies instead of large group in classroom learning environment. Video

recorded lessons, browsing from internet and multimedia power point presentations

are used in flipped classroom learning. The recorded lessons are very useful for

students that facilitate them to enhance their learning at any place and time. Flipped

learning is different from online learning in which students and teachers do not meet

each other while flipped learning is formal classroom learning.

Flipped classroom learning model is based on student learning outcomes. In

flipped learning model, teacher divides the learning process into two modes i.e.

procedural and conceptual. The aim of the teacher is to cover the procedural process

within the classroom while practice of conceptual problems is given to students

outside the class. Videos of lectures with suitable examples are provided to students

for understanding of conceptual issues of learning. The duration of videos is twenty to

twenty five minutes and students are expected to understand the concept with the help

of examples and to solve one to two procedural and conceptual problems given at the

end of the videos relating to content. The teacher of the flipped classroom changes the

conceptual questions into classroom activity next day and motivates the students to

work together and to find the solution of the given problem through classroom

60

activity. This type of active learning in flipped model has positive impact on cognitive

skills of students (Freeman et al., 2014).

Schaffhauser (2009) has stated that flipped classroom learning model is very

beneficial for those students who had missed their class due to participation in sports

or other activities of the school. Such students can overcome deficiency of their

classroom learning with the help of recorded videos and can involve themselves in

classroom next day. Bergmann & Sams (2012) are of the view that students have the

opportunity to apply knowledge and skills in daily life through flipped classroom

learning model.

2.7.6 IT Facilities in Classrooms

Iqbal (2005) has stated that use of instructional and information technology

during classroom instruction plays an important, successful and fruitful role towards

high academic achievement. The organization of classroom educational facilities and

instructional tools should be selected for learning instead of teaching. Quality of

learning can be promoted with the help of audio visual aids, charts, graphs, maps,

globes, mock ups, multimedia, internet, computer, projectors and other information

technologies. These useful technologies are not used properly in secondary schools

due to lack of expertise and poor designs of classroom. The present design of

classrooms does not support these technologies (Weiss, 2007; Oliver & Limpman,

2007; Suleman et al., 2011). In many developing countries physical conditions in

classroom are not managed effectively due to size of class, lack of training of human

resource, low quality technologies and less quantity of instructional materials. The

process of training of secondary school teachers is very poor due to poor needs

analysis and execution process. The classroom may be designed as to utilized modern

technologies for promoting learning process (Suleman et al., 2011).

61

Aloraini (2012) has stated following advantages of multimedia in learning

process which are effective to enhance academic achievement:

(i) Multimedia makes the reading process zestful for students

(ii) It provides the best way to transfer of information with the help of

pictures, animations and information.

(iii) It facilitates the process of discussion in learning process easily

(iv) Information can be made closer to reality through video clips, maps

and graphs in multimedia presentation

(v) It makes the direct relationship between students and content

(vi) There is attraction and amusement in learning process for students

(vii) The element of curiosity is created through multimedia presentation

which leads to high academic achievement

(viii) It also provides broader perspective about a topic

(ix) Students can get immediate feedback about their strengths and

weaknesses

(x) Students can recall and transfer knowledge through multimedia

2.7.7 Teacher-Student Ratio

Post Primary Teacher’s Association of New Zeland (2014) has stated that

small class size is required for teachers in individualized learning. The expectations

from small class size are high for quality of education. Small classes are beneficial for

students and teachers as:

i. Teachers have the opportunity to recognize and overcome individual

differences and diversity among the learners.

ii. Teachers are in a position to promote quality of education in small

class as compared to large class.

62

iii. Up to date monitoring system of student progress can be established.

iv. Inclusive and personalized learning can be enhanced.

v. Formative evaluation can be easily carried out to find out the

weaknesses and strengths at the spot.

vi. Students are more engaged in learning process.

vii. Group learning can also be promoted.

viii. Students get more opportunities for socialization with each other.

ix. Drop out ratio from school can be minimized through personal

interaction with students.

x. Quality of learning environment may be maintained.

xi. Academic achievement level of students is enhanced.

xii. Smaller classes have positive effect on future economical growth of

the country.

It has been found from researches that teachers give proper attention to each

and every student in small class. Learners participate in learning process actively in

these classes due to continuous pressure of teacher. So in this way students are

engaged in active and innovative learning. In other words, the ability of learners for

innovations goes up, while disruptive behavior goes down in small classrooms (Post

Primary Teacher’s Association, 2014).

Many developed countries have been taken constitutional cover through

amendments in their constitutions regarding size of classroom during learning process

to achieve goals of quality of education. In the same context, the voters of Florida

approved amendment in the constitution as per article IX, section 1, regarding

maximum number of students in a classroom. According to the encyclopedia of

63

American politics, Florida constitution (2002) has stated maximum number of

students in each class as shown in table 2.4.

Table 2.4 Number of Students in Various Classes

S. No Classes Maximum number of students allowed

1 K – 3 18

2 4 – 8 22

3 9 – 12 25

It is the responsibility of the educational institution to ensure the number of

students in each classroom as indicated above in table 2.4.

Kim (2013) has presented pupil teacher ratio among the countries of the world

in World Bank Data (2012). This ratio is calculated through number of students

enrolled in school by total number of teachers. Teacher pupil ratio for some of the

countries is given in table 2.5.

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Table 2.5 Pupil-Teacher Ratio

Countries Year 2009 Year 2010 Year 2011 Year 2012

Albania 15 15 15 15

Austria 12 12 10 10

Bangladesh 28 28 10 10

Bhutan 21 21 31 32

Brazil 17 17 16 17

Balgharia 12 12 12 12

China 16 15 15 15

Finland 10 10 10 09

France 12 13 13 13

Germany 13 13 13 13

India 25 25 26 -

Indonesia 13 12 15 17

Japan 12 12 12 12

Korea Republic 18 18 16 -

Malaysia 14 14 14 14

New Zealand 14 15 14 14

Pakistan - - - 26

Qatar 10 10 10 10

Sri Lanka - - 17 17

Turkey - - - 18

Tajikistan 17 17 15 -

UAE 12 - 12 12

USA 14 14 14 15

Uzbekistan 12 13 13 -

Source: World Bank Report 2012

65

Table 2.5 shows that pupil-teacher ratio of students in classroom year wise.

Those countries that spend more financial resoureces on education have less strength

in classroom as compared to those countries that spend low funds in education sector.

This Report provides guidelines to different countries of the world to spend more in

education sector.

2.7.8 Freedom in the Classroom

Maryellen (2014) has presented views about adjustment of classroom learning

environment. The model classroom should allow all the children to work freely and

learn in safe and sound environment. Diversity among the learners should be

addressed so that every learner has an opportunity to understand the concepts

regardless of race, class, gender and physiological abilities. The respect and self

recognition of every student should be valued by teachers and peers. All students be

dealt with dignity and students must feel the ownership of classroom environment.

The classroom discipline as well as learning problems and issues can be resolved

through self respect of students. Classroom is a place just like an acid test laboratory

where each and every student can be evaluated and judged about their abilities and

capabilities.

Smith et al., (2005) has stated that Interactive White Boards (IWBs) were

framed only for office adjustments but now these are the new addition to classroom

learning environment. In the same context, Slay, Sieborger & Hodgkinson (2008)

have viewed that IWBs are such learning tools that can be connected to computers

and multimedia projector. The computer image can be displayed on screen through

multimedia. Students can present their presentations easily with the help of IWBs.

Electronic pen and e Beam can also be used to motivate the students for learning. The

66

adjustment of the electronic pen for each student in the classroom can be managed

with the help of computer.

Most of the developed countries like USA and UK use Interactive White

Boards (IWBs) in classrooms. For this purpose Great Britain has taken initiative of

$ 27 billion to update all the classrooms of primary and secondary schools by 2015

(Schroeder, 2007). IWBs are very effective in learning because they have positive

effect on perception, motivation, learning behavior, interest, pedagogy and interaction

between students and teacher. It has also been found from researches that teachers

and learners feel comfortable during learning process with the help of IWBs. They

board are the replacement of blackboards in classroom learning environment. The use

of interactive white boards in classroom becomes useless due to unawareness of

teachers. It means that without teacher training these IWBs are not effective and are

considered only as innovative technological teaching aids. Without proper training

teachers are not able to link IWBs to innovative and modern pedagogical techniques

(Glover et al., 2007). IWBs are now considered as a powerful teaching aid through

which strengths of the learners can be enhanced during learning process. IWBs are the

positive addition in classroom due to integration of pedagogy and interactive nature.

The overall attitude of students towards learning in classroom is based on

attention of student in learning process, intrinsic and extrinsic motivation of student

and learning behavior. It has been found from researches that the use of IWBs have

positive effect on motivation and learning behavior of the student (Armstrong et al.,

2005; Glover et al., 2005, 2007; Hall & Higgins, 2005; Higgins, Beauchamp &

Miller, 2007; Lewin, Somekh & Steadman, 2008; Martin, 2007; Schroeder, 2007;

Slay, Sieborger & Hodgkinson, 2008; Smith, Hardman & Higgins, 2006; Smith et al.,

2005; Thompson & Fleckone, 2003; Wood & Ashfield, 2008).

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The educational achievement of students is directly linked with the active

participation of their activities in school environment (Wang & Holcombe, 2010). The

dynamic participation of students in classroom and the knowledge, skills and abilities

they acquire during teaching learning process provides foundations for further

education (Wang & Eccles, 2012). Many issues and problems like student boredom,

low achievement, discipline issues and high dropout rate can be addressed through

engagement of students in teaching learning process in order to achieve explicit

educational goals (Markes, 2000).

There are many factors which can be influenced on student engagement and

achievement. The theories of self determination has viewed that learners seek

knowledge, skills and daily life experiences which helps them to fulfill their basic

and individual needs, and also satisfaction for their survival through interaction with

the environment. Classroom environment is influenced on student achievement at a

large scale because it can make a positive perception of students about the fulfillment

of their psychological and social needs (Deci & Ryan, 2000; Krapp, 2005). Lack of

motivation and poor interest are the main causes of disengagement of students from

school and poor academic performance. It is very difficult and challengeable to

address dynamic and interactive nature of classroom engagement of learners in

effective manner. Moreover, researchers are unable to explain the process of

accountability of classroom environment on student engagement. Therefore, it is need

to be focused on behavioral, emotional, effective and cognitive factors which

influence student achievement and performance in teaching learning process (Fredrick

et al., 2004). Many researchers have viewed that there is a positive impact of teacher

emotional guidance and support on different variables of student behavior on learning

like higher participation rate of learners in school environment and decrease in

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disruptive behavior in school environment (Patrick, Ryan & Kaplan, 2007; Ryan &

Patrick, 2001). If students are allowed to discuss open ideas in classroom, show

positive attitude towards academic achievement and express their feelings of

enjoyment with the help of teacher emotional support during teaching learning

process then many problems of learners can be resolved in order to achieve

educational objectives (Furrer & Skinner, 2003; Shim, Cho & Wang, 2013).

2.7.9 Control of Disruptive Behavior

Geoganne (2013) has argued that disruptive behavior can be controlled with

the help of creating good behavior among the students. This task can be accomplished

through daily assignments, guidance, counseling and daily classroom negotiations

with students. Teacher needs to focus self management and encouragement of

students on daily basis through negotiations with students. In this way teacher can

achieve good behavior goals successfully. Teacher can also promote acceptable

behavior and reduce or control disruptive behavior through assignments.

The responsible and effective teachers have the ability to organize the

academic content and instruction so that disruptive behavior can be minimized and

learning behavior can be maximized. Mastery on subject and special classroom

management skills are required by the teacher to promote learning behavior in the

classroom (Elliot and Bolden, 2009).

2.7.10 Corporal Punishment

Laura & Alison (2010) have presented a joint statement of American Civil

Liberties Union and Human Rights Watch relating to the effect of corporal

punishment on academic achievement of secondary school students. According to the

statement corporal punishment is given to hundreds of thousands of school students

each year. Twenty states have already framed laws that corporal punishment is legal,

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while thirteen states have reported that corporal punishment is unpleasant and painful

to students, and rest of eight states have stated that at least ten thousand students were

affected by corporal punishment. Most of the effected students have learning

disabilities that lead to obstruct their access to learning environment and they also

lose their attention towards the progress in academic achievement in classroom. Harsh

discipline actions against students, hitting and paddling create disorders like

depression, fear and anger among the students. Such students withdraw themselves

from learning activities and are left behind in academic achievement. The victims of

corporal punishment face difficulty in concentration have poor academic

achievements, tensions, misbehaviors, poor peer relationships and discipline

problems. The following recommendations were given to Congress by this report:

i. Federal legislation is introduced to prohibit the use of corporal

punishment.

ii. A clear definition of corporal punishment should be introduced.

iii. Positive student behavior should be promoted in schools and

availability of necessary resources and tools be ensured to school

administrations to develop safe and effective methods of teaching.

National Assembly of Pakistan (GOP, 2013) has passed a bill against the

corporal punishment in schools. The bill declares any type of corporal punishment of

children illegal in Pakistan. The individual involved may be fined Rs. 50,000 in

addition one year imprisonment for violation of the rule can be answered act. Since

children are gifted by Almighty Allah so they should be treated with love, patience,

tolerance, guidance and counseling.

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2.7.11 Classrooms Management

Jolly (2011) has presented five sections about proper management of

classroom: (a) Physical Environment: The adjustment of physical environment of

classroom is necessary to mange instruction and learning. It includes arrangements of

furniture, placement of different classroom objects, fixation of technological tools,

decoration of walls, adjustment of white board and placement of gap between chairs

and desks of the students that facilitate learning. (b) Rules and Procedures: Students

should be aware of rules and procedures for daily routine. It includes discipline rules,

behavior of start and end of every period, use of information technologies, proper use

of laboratory equipment and group work rules. (c) Interaction Rules: Some rules

should be framed for classroom interaction among students and teachers. It includes

the procedures of discussion with students and with the teacher. All the students

should follow the rules for smooth learning. (d) Review Procedures: The room for

improvement in existing conditions is always there. So, necessary amendment in

classroom rules and changes should be made when and where necessary. (e)

Classroom Schedule: Weekly meetings with students should be arranged for 10 to 15

minutes to get feedback from students. This feedback will provide necessary input

through which learning can be enhanced and discipline problems can be minimized.

So, it can be concluded from the above discussion that combination of many things

like structure and area of classroom, furniture and fixtures, arrangement and

management of student chairs, natural and artificial brightness, audio visual aids and

informational technologies, winter and summer necessary equipments which include

ceiling fans and gas or electric heaters make up the classroom environment.

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2.8 Motivation

Those psychological forces through which the direction of individual’s

behavior, strength of effort and course of action during problem phase can be

determined are named as motivation (Jones, Jennifer & Hill, 2000).

Kumar (2003) has expressed that the motivation is derived from the word

motive which means movement towards the goal through mind and behavior.

Motivation is the process of influence on individual’s behavior, so it can be called as

the net amount of effort and energy which is consumed to achieve certain

organizational goals. Motivation is associated with needs and rewards or incentives.

Many researchers have thought that motivation is directly linked with goals

(Kumar, 2003). Some scholars have strong position that motivation is purely a

psychological phenomenon (Kanfer, Che & Pritchard, 2008) or devotion of an

individual to complete a specific task (Lauby, 2005). Motivation provides a basic

purpose and direction to accomplish behavioral process (Kreitner, 2007) while

Ahlstrom & Bruton (2010) have stated that motivation is an intrinsic power which

provides stimulus to an individual to achieve goals. Positive emotions of an individual

are promoted and negative emotions are avoided through motivation. However,

Latham (2007) has stated that motivation is the acceptance of individual’s need in a

real environment. The level of satisfaction of learners and performance level towards

achievement increases with the high level of acceptance of needs.

Schunk, Pintrich & Meece (2008) have defined as the idea which helps us

complete a task, moves us in forward direction and keeps us working. Motivation

refers to the conceptualized thinking which includes inner forces, behavioral

responses, formation of beliefs and unseen effects in change in attitudes towards goal

oriented task. Motivation is directly associated with instincts, traits, attitudes,

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discipline and will power. Motivation focuses on process instead of product.

Motivation can be observed through actions of an individual towards a specific task.

Physical and mental activities are involved in motivation. Physical activities help a

person to participate through actions, while mental activities provide the opportunities

of planning, organizing, monitoring, decisions making, problem solving and goal

achieving.

Nevid (2013) has stated that motivation refers to that process through which

people initiate, guide and maintain themselves in order to achieve goals. Motivation is

a tool which enables us to act towards achievement of goal. Motivation consists of

biological, social, affective and cognitive powers through which behavior of an

individual can be changed effectively. The study behavior can also be created among

the learners with the help of motivation strategies. The factors like activation,

direction, interest and devotion help to reshape behavior of a learner to achieve

specific goals. The change in behavior can be seen through observation of an

individual.

The mechanism of motivation is transmitted and exposed to others through

social lines. The achievement of goals spreads among the learners rapidly and

automatically which is a source of inspiration for other learners (Aarts, Gollwitzer &

Hassin, 2004) and thus goals are also associated with the relationship of others

(Fitzsimons & Bargh, 2003), achievement of goals through motivation can be made

with the help of sharing and discussion (Walton & Cohen, 2011).

Morska (2011) has defined motivation in different ways and it effects.

According to him Motivation is something through which a person acts towards the

achievement of goals. It provides desire to achieve objectives. Motivation is

considered as the fundamental key to all types of learning. An effective learning

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process becomes impossible without motivating a learner. There are many classroom

discipline problems and issues due to lack of motivation. Parents, teachers, counselors

and administrators of schools face many obstacles to reduce behavior problems in

society due to unawareness and lack of proper motivation. Learners can enhance their

learning at any level of academic achievement with proper and in time motivation by

parents and teachers.

Pecjak and Pekiaj (2006) concluded that academic performance of girls is

higher than boys due to the fact that girls have greater motivation towards reading as

compared to boys. Su and Chen (2001) stated female students show better

achievement than male students because female students showed high achievement

motivation as compared to male students.

Several researches have proved that peer emotional support and higher

academic achievement are positive correlated in terms of behaviorally and

emotionally engagement of learners in classroom environment. These associations are

directly linked with perceptions, feelings, emotions and sense of satisfaction of

learners during teaching learning process. It also plays a vital role in cognitive

engagement of learners to compete and achieve higher educational achievement

(Wentzel, 2003).

Ken (2004) has suggested some strategies of learner motivation as

summarized below:

i. The passion of teacher motivates learner towards learning. Teacher

should be a role model for students. Teacher should present the lesson

or task with great enthusiasm and devotion.

ii. Teacher should take personal interest during instruction so that

students motivate about their inner abilities.

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iii. Concrete examples from daily life as per lesson must be delivered.

iv. Students must engage in learning process.

v. Activity based learning should be promoted to enhance the interest of

the learners.

vi. Teacher should set realistic and achievable objectives of the lesson.

vii. Positive feedback should be provided at proper time.

viii. Teacher should acknowledge the hard working of learners.

ix. Constructive criticism must be promoted in classroom environment.

x. Formative assessment can be used to evaluate the learner’s level of

achievement.

Motivation and emotions are directly associated with the cognitive

performance (Lang & Bradley, 2008). Emotions are the sub processes of affective and

cognitive domains of learning. Motivations and emotions both help in the adjustment

of an individual in a specific environment (Roseman, 2008). Motivation is also

considered as the will of an individual to learn, discover more and to get rewards and

avoidance from punishment (Pessoa, 2009). Similarly, it is the intrinsic state of an

individual’s behavior through which he moves towards desirable tasks or gets away

from undesirable tasks (Roseman, 2008).

Motivation is considered as a driving force in learners to lead and accomplish

all learning activities (Sardiman, 2012). Motivation is such a stimulus through which

a learner has the power or will to act in the direction to achieve learning objectives

(Hikmat, 2009). Motivation is a necessary tool to determine learning activities.

Motivated learners are successful as compared to those who do not have motivation

towards learning (Hamalik, 2002). The nature of motivation towards learning is

intrinsic as well as extrinsic encouragement for learners who want to change own

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behavior. The relationship between motivation and learning can be seen from the

behavior of learners. Highly motivated learners show interest in classroom tasks, be

flexible towards learning, solve problems with devotion, like to complete task

independently and do not feel any burden during learning (Hamza, 2011). Learning

achievement and motivation to learn depend upon each other. Highly motivated

learners are expected to achieve high level. In other words, high motivation leads to

achieve high productive competence (Hamdu & Agustina, 2011).

Ormrod (2014) has stated that motivation is something which provides energy

to an individual to act in the direction of achievement. It also provides starting point

and keeps the learner on track. Student motivation is often reflected and can be

observed in classroom environment in the domains of cognitive, emotional, social and

behavioral involvement. There are many effects of motivation on learning and

behavior which include the following:

i. Achievement of specific goals: Motivation provides help to achieve

specific goals of learning. Behavior school of thought claims that an

individual first selects goals for him and then motivation helps him

move forward in the direction of achievement.

ii. Enhancement of efforts: Learner increases his efforts and energies by

using different types of activities in line with goals and objectives.

Enhancement in efforts towards a task can be made more effective

through devotion and determination.

iii. Engagement in learning process: Effective learning is not possible

without active engagement of learners in learning process. Motivation

help the learners to engage in different activities they want to do as per

their own will and desire.

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iv. Role in cognitive process: Motivation is the tool through which

learners make their endeavor to understand the concepts and learning

procedures. Cognitive process is enhanced with the attention and active

involvement of learners in learning process.

v. Progress in academic achievement: Motivated learners achieve

academic success and they feel proud to reach high levels of

achievements. When they obtain low grades then they become upset

because most of the learners want respect, honor and dignity from their

class fellows. In this way motivated learners do not want to lower their

grades and decrease the level of expectations.

2.8.1 Types of Motivation

Mohamadi (2006) has suggested that motivation is an inborn element of

human nature which can be affected by four factors namely (i) extrinsic stimulus

according to environment, (ii) intrinsic condition of human being, (iii) behavior

related to purpose and cause of goal and (iv) tools to achieve goals. Motivation for

academic achievement has great importance in order to achieve goals. Learners are

stimulated by such means like motivation to complete their task in order to achieve

objectives. Similarly in the same context Omidiyan (2006) has argued that motivation

focuses on the reasons behind individual’s behavior to act. Behaviors through

motivation are dynamic, permanent, zestful, adjustable and enthusiastic.

Motivation has more than one dimension. According to educational

environment motivation has three proportions (i) belief of learner related to

performance of specific task, (ii) purpose and objectives of a learner to do a task and

(iii) motivational factor in order to achieve end product. Researchers have distributed

motivation into two kinds i.e. intrinsic motivation and extrinsic motivation.

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Objectives and goals are those dynamic activities of learners that provide intrinsic

motivation for completion of specific task (Mohamadi, 2006). It has been observed

that motivation has strong, effective and dynamic relationship with behavior and

abilities of learner by many psychologists. Motivation and academic achievement are

attributed to those learning behavior which provide path to achieve goals. Motivation

is a universal phenomenon that directly links with academic achievement that

provides sense of humor to follow successful path in order to perform specific task.

Motivation is an adequate behavior to accept task as a challenge with great effort and

hard work. Intrinsic motivation is related to psycho cognitive condition which

provides pleasant effect of autonomy to individual (Masaali, 2007). Most learners do

not like feedback. It is observed that critical feedback given by teacher has no effect

on behavior (Denisi & Kluger, 2000).

Morska (2011) has presented two types of motivation: (a) Intrinsic Motivation

and (b) Extrinsic Motivation.

(a) Intrinsic Motivation: The purpose of motivation is to focus the attention of the

learner towards the achievement of objectives of the lesson. When a learner feels

intrinsically about the learning process then high academic achievement can be

expected. This type of motivation creates intrinsic power to achieve goals. The

materials of lessons and teaching learning process can be made more effective and

goal oriented through desire of learners to learn. Learners feel satisfied about the

learning process and in this way they become the responsible learners.

Intrinsic motivation among children depends upon advancement and

accomplishment of task, involvement of society, devotion, commitment and

involvement of teacher in the task. Teachers provide intention towards innovative

challenges and facilitation of learners to investigate, explain, present and construct

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innovations during classroom practices. In this way teachers are satisfied with work

environment and motivational level for accomplishment of task (Davidson, 2007).

Challenges can also create intrinsic motivation among learners. When learners

accept challenges they perform best as per their ability level. Instructional technique

scaffolding is used for this purpose. In this technique challenge level for learner is

increased gradually so that learners are able to complete the task (Margolis and

McCabe, 2006).

Dornyei (2001) has stated that learners can hold their attention for early ten

minutes for each concept during teaching learning process in classroom environment.

Learners feel tiredness and show less interest and devotion towards learning. They

often distract and lose their level of devotion in order to achieve goals. Different

motivational strategies can be used to motivate learners in right direction. The

following six areas should be focused in classroom environment.

i. Learning should be made interesting.

ii. Providing motivation before assigning task to learners.

iii. Learners should be aware of the learning goals.

iv. Teacher should care for self esteem of learners.

v. Learner’s autonomy should be ensured.

vi. Self motivation should be promoted.

The engagement of learners in learning process and their interest are the two

basic elements which provide motivation towards learning (Chen, 2001; Chen &

Ennis, 2004). However, the idea of motivation in physical education emerged from

goal theories (Chen, 2001). The goal theories depend on interest of the learner in

learning process. The poor interest of learner influences the level of achievement and

performance in learning process. Lack of interest and low motivation level is the

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cause of low achievement, while high level of motivation enhances performance

level. It has been concluded by Chen (2001) that interest has great influence on

learning behavior. Interest establishes a strong relationship between cognition and

motivation.

There are many factors through which people can be motivated. People are

motivated due to strong extrinsic forces (Porter, Bigley & Steers, 2003). Intrinsic

motivation of learners can be created on the basis of their interest and willingness

towards the achievements because such a state of doing something is enjoyable and

interested for them. It is found from different researches that the goals of individuals

provide the opportunities to act. Ryan & Deci (2000) have suggested that the quality

of individual’s performance can be enhanced due to intrinsic motivation, because it

provides pleasure and satisfaction. Similarly, Thomas (2009) has said that intrinsically

motivated learners want to find out the solutions of the problems because problems

are challenge for them and the solutions of problems give sense of satisfaction to

them. There are four types of rewards for intrinsically motivated learners: (a) concept

of expression, (b) choice of selection, (c) position of challenge and (d) movement

towards enhancement. All these variables give satisfaction and pleasure to learners.

Intrinsically motivated individuals make their own selection of choices and

acknowledge their feelings, emotions and self directed opportunities.

Factors effecting learner achievement are shown in figure 2.3:

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Figure2.3: Factors Effecting Learner Academic Achievement

Learner

Achievement

Extrinsic

Motivation

Rewards

Prizes

Audio

Visual Aids Incentives

Praise

Intrinsic

Motivation

Clapping Teaching

Strategies

Attention

Desire

Interest

Challenges

Emotions

Self

Direction

Physical

Environment

Feelings Willingness Devotion

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Intelligence under stimulus and response approach is considered as the main

factor to achieve high academic achievement, which has been admitted fact since

many years in any educational system and yet it has an effective approach. Teachers

use many effective variables like supervision, guidance, counseling, evaluation,

internal control, external control, punishment and encouragement to make confidence

on learning process. Students feel pleasure, happiness, eagerness, anxiety and

tiredness under such circumstances. Most of the teachers create internal classroom

learning environment through some external control (Niemiec & Ryan, 2009).

Most of the learners work together in groups due to common objectives and

social appreciation. The importance of coordination, social actions and cooperation

among the learners for innovations and creations control an individual’s motivation

and behavior psychologically to achieve certain goals (Tomasello & Hamann, 2012;

Walton & Cohen, 2011). The work of learners in groups provides inherent satisfaction

to them and inspiration towards intrinsic motivation. Learners do their task in the

absence of any external pressure (Ryan & Deci, 2000).

The group task gives many motivational benefits to learners. The discussion

with responsive peers can enhance interest during complex task and builds up an

unseen pressure to complete task successfully (Thoman et al., 2012; Thoman,

Sansone & Pasupathi, 2007) and active participation of learners in cooperative

manner (Johnson & Johnson , 2009; Muldner et al., 2011; Palmer, 2009) can enhance

interest and performance level. Standard behavior treatment during group task

promotes effective task performance with the support and encouragement of each

other (Fitzsimons & Finkel, 2011).

Priyanka & Gregory (2014) have concluded that communication among the

learners in group tasks is inherently collaborative characteristics of human beings.

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Collaborative approach in a group task provides intrinsic motivation due to which

learners accept the challenge to solve the problems in classroom learning

environment. Furthermore, students show effective discipline towards learning during

group task.

Katie (2014) has expressed her views in the article “Encouraging Intrinsic

Motivation in Your Students”. The classroom of twenty first century emphasizes

much more on extrinsic motivation as compared to intrinsic motivation. The

performance of the learners is based on desire, for example desire to attain high grade

or desire to take admission in a college or university or desire to give no trouble to

parents and teachers etc. An extrinsic motivation is formulated on the basis of

curriculum and content that is why teachers focus much more on extrinsic motivation

as compared to intrinsic motivation. Intrinsic motivation arises on the basis of

enjoyment and devotion. Katie (2014) has taken the following ideas from Mia

MacMeekin, who explored many ways to facilitate intrinsic motivation among

learners:

i. Sharing of positive and successful stories with students

ii. Informing learners about the learning experiences of daily life

iii. Promoting desire to learn more through creative thinking

iv. Eliminating extrinsic prizes, rewards and strategies during classroom

instruction

v. Creating a space for moral values through proper guidance and

counseling

vi. Encouraging students to find out new solutions of old problems as a

challenge

vii. Promoting creative learning approaches

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viii. Focusing on team work and group discussion to accomplish a specific

task

ix. Accepting the feelings of learners and praising their every achievement

x. Promoting the habit of drill and practice to develop efficiency in

learners

xi. Adopting play and play method of teaching during teaching learning

process

xii. Using lesson to control emotions

xiii. Allowing and facilitating students for proper management of learning

time

xiv. Informing students about the purpose of the learning

xv. Creating classroom learning environment for creative activities

xvi. Giving skill assessments to students to promote interest in learning

xvii. Allowing students to measure the rate of enhancement towards

learning process

xviii. Creation of trustworthy and autonomous classroom learning

environment

xix. Focusing and communicating classroom vision

xx. Promoting social values and attitudes through learning

xxi. Creating collaborative approach of classroom sharing among the

learners.

xxii. Allowing students to share their own problems and successful stories

in classroom learning environment

James, Joan & Rich (2013) have presented the model of intrinsic motivation of

students towards learning process. The following are the main points of the model:

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Involvement of Students: The opportunity of involvement in activity to

students is provided by the teacher in initial phase. Learning activity should be made

interesting so that learners engage themselves with interest and devotion.

Factors of activity: There are two main factors through which learners can evaluate

their own activity. First is stimulation and the other is personal control. Stimulation

involves challenge, fantasy and curiosity towards solution of certain problem, while

personal control refers to choice or selection and difficulty level of the learning

activity.

Perception of students: When students feel stimulation and effective personal

control then they are engaged in learning activity due to their intrinsic devotion and

interest. If these two variables become insufficient for student then they lose intrinsic

motivation and students may be continue the learning activity due to some extrinsic

motivation.

Drill & Practice: Learning activities can be made more effective and

interesting with the help of drill and practice. So, practice is necessary to create an

interest in the learners and intrinsic motivation towards learning process.

Proper time allocation: Sufficient time is also required to complete the learning

activity. If proper time is not given to students then they can lose the personal control

and they will remove the activity from their minds soon.

Motivation, emotions and self development of human being can be explained

through self determination theory (Reeve, 2004) which involves three fundamental

elements: (a) association, (b) mastery and (c) independence (Gagne & Deci, 2005;

Roca & Gagne, 2008). The feelings of relation and communication of an individual to

associate with society, mastery refers to the tendency of effectiveness while

independence is a state in which individual regulate the behavior. Students can

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achieve higher intrinsic motivation towards learning after fulfillment of basic needs.

The tendency of performance at higher achievement level without external control is

named as intrinsic motivation (Roca & Gagne, 2008). It has also been found from

researches that psychological fulfillments of needs have positive effect on intrinsic

motivation and academic achievement (Ejei et al., 2009).

Weimer (2013) has stated that negative relationship exists between the

intrinsic motivation and extrinsic motivation in learning; because intrinsic motivation

involves interest of learners to do something and extrinsic motivation emphasizes that

something has to be done. Most of the students attend classroom because they have

perception that it is a fundamental requirement due to extrinsic motivation they do not

have intrinsic motivation because most of the teachers have no idea about intrinsic

motivation. As a result negative relationship is created among the learners about the

two types of motivation. In the same context, Reiss (2012) has presented the idea of

dual nature of intrinsic and extrinsic motivation and three reasons of failure of

intrinsic motivation i.e. establishment of validity, measurement of reliability and

personal control during experiment. The difference between the two types of

motivation is disabled due to validity because motive cannot be divided into only two

categories. He further explained that researches which concluded that intrinsic

motivation is diminished by extrinsic motivation, was conducted in laboratory

environment under single trial studies. Literature tells that long term reward system in

real world like grades and money creates interest and devotion to achieve goals.

Learners in classroom environment are different from each other on the basis of

individual difference so different learners are motivated in different ways. According

to proponents of intrinsic motivation that one type of motivation is effective than the

other due to some values. For example wealth and material things are considered

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inferior without any real world proof. But individuals are different on the basis of

individual differences so any thing has greater value in for them, which makes them

happy. So source of happiness has a great value for motivated learner.

Psychologists have believed that intrinsic characteristics of human being are

the powerful forces due to which an individual takes active participation in physical

and social climates. Human beings take interest in learning, knowledge, customs,

values and traditions of society. These inherited intrinsic characteristics of human

beings move a person towards curiosity, growth and high academic achievements

(Niemiec & Ryan, 2009).

(b) Extrinsic Motivation: Most of the students perform at higher level due to rewards,

because they are influenced by external factors. Many external factors are involved in

extrinsic motivation. Physical environment of the classroom or school and audio

visual aids play a vital role in promoting extrinsic motivation. Extrinsic and intrinsic

motivations are necessary for any type of effective learning (Moraska, 2011).

Extrinsic and intrinsic motivations are considered as two opposite sides of one

coin. Extrinsic motivation can be defined on the basis of participation of learners in

different types of activities in order to achieve goals and something extra which is

associated with the task but different from task. The purpose of participation in a task

is pleasure and happiness for the learner without intrinsic motivated behavior. Some

researchers have behaved that extrinsic motivation reduces the intrinsic motivation

because stimulus are used to control the actions and attitudes of a learner (Deci,

Koestner & Ryan, 2001).

Smith (2014) has explained that extrinsic motivation is based on extrinsic

incentives. These incentives help those students who do not want any type of

challenge in learning environment. Students work hard to achieve certain goals due to

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extrinsic motivation. The desired goals should be framed within the approach of the

student according to age limit and mental level. Most of the players work hard to win

the match due to extrinsic rewards and praise. Extrinsic motivation includes praise,

continuous success and winning of rewards like medals, stars, more recess time for

enjoyment, clapping among the students and more time to play etc. Reward system

with the help of different types of teaching strategies enhances the level of learning,

attention, accuracy and attitudes towards learning of the student. For example teacher

introduces point system in classroom to complete assignments, ensure following of

directions, speaking nicely and level of class work performance. This point reward

system accumulates the attention of the students towards prize or privilege.

The efforts, energies and drive of students to learn and achieve high are

collectively known as academic motivation. The academic motivation is based on

theories of cognitive and affective domains of an individual. Some scholars believe

that behavior is necessary for motivation while others agree that involvement and

engagement of students in learning process is more effective than behavior. Martin

(2010) has presented motivation and engagement with eleven factors under four

clusters:

i. Adjustment for motivation: It involves three basic and fundamental

behaviors. Self attitude, attitude of the learner and self assurance about

the abilities to understand towards school task. It also includes the

encouragement to face the challenges and performance towards the

solutions of daily life problems. Students focus on learning, self belief

and pay attention to classroom tasks at this stage.

ii. Involvement for adjustment: The main ingredients of this stage are

commitment, planning and management towards those efforts through

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which classroom task can be completed. Students involve themselves

in efforts to enhance learning.

iii. Unacceptable motivation: This stage of motivation includes anxiety,

fear of failure and uncertainty among the learner about the classroom

task. Students think about school work, assignments, tests and

examinations. They have worry about the task.

iv. Unacceptable involvement: It involves disagreement and disruptive

behavior about the classroom task. Students avoid some tasks due to

failure or poor performance. This uncertain control shows uncertainty

about the task and avoidance from task among the learners.

Liem & Martin (2013) have found that clear and doubtless learning has

positive effect on motivation as compared to inquiry based and discovery learning.

Discovery based approaches do not provide effective results due to too early

introduction of these approaches to students. While teachers guide properly and

inform the students about the knowledge, skills, advantages and disadvantages of

discovery based learning first and then positive results can be achieved through

explicit instruction. Explicit instruction is a method of teaching through which

learning motivation among the students can be created through following steps:

i. Difficulty of task of students is properly managed at the initial stage of

learning so that students feel satisfaction about the learning problems

and their solutions.

ii. Different kinds of instructional materials are used to create extrinsic

motivation about the task among the learners.

iii. Sufficient drill and practice is required to understand the task.

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iv. Proper and in time teacher feedback is also necessary to create the

interest of learners.

v. Students are allowed to practice an actively independently and solve

the problems.

The process of developing skills and knowledge is a continuous process. Many

researches show that there is a cyclic operation between learning skills and motivation

(Martin, 2007; 2009; 2010; Pintrich, 2000). Skills are the combination of literacy,

numeracy, subject knowledge and different types of strategies while motivation

involves self belief, focus on learning, anxiety, uncertainty and fear of failure about

classroom task. The combination of skills and motivation are considered as tools to

enhance academic motivation of students.

It has been found from many studies that educational outcomes are directly or

indirectly linked with student motivation. Award of grades are considered as the

important predictor of educational outcomes (Schunk, Pintrich & Meece, 2008;

Brophy, 2004). Motivational strategies need to be different for every student in

classroom due to individual differences, some students focus on obtaining high grades

while others want mastery over content. Learners pursue multiple leaning goals in

learning environment and also difference in their goal orientation exists (Elliot &

McGregor, 2001). Most of the students understand the presented topic, obtain

knowledge, enhance skills through mastery learning whereas performance oriented

students have their focus on outstanding outcome performance over other students

(Lee et al., 2010). Goal orientation and performance based outcomes establish

benchmark among the peers to evaluate and to elevate the level of ability and

performance (Elliot & McGregor, 2001) and goal orientation and performance based

outcomes have positive relationship in relation to educational outcomes and

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achievements (Hulleman et al., 2010; Gonida, Voulala & Kiosseoglou, 2009; Elliot &

Murayama, 2008; Coutinho & Neuman, 2008).

Hanke, Hans & Greetje (2014) have concluded that extrinsically motivated

students elaborate their ideas with the help of multiple goals and the combination of

extrinsic and goal orientations are used to enhance mastery and performance level.

The academic performance of learners and adjustment are associated with

interest, two way communications with parents, engagement of learning time,

evaluation system in the classroom, effectiveness of teachers, physical resources,

extrinsic motivation of learners, teacher support and high quality of interaction

between teachers and learners (Olwatimilehin & Ovoyele, 2012; Ghazi, Azam &

Khan, 2009; Ochoa, Lopez & Emler, 2007; Long et al., 2007; Adeyemo, 2005). It has

been found that there is a positive strong relationship between extrinsic motivation

and characteristics of high school learners and self reported motivation with academic

achievements (Meyer et al., 2009)

Classroom audio visual aids and assignments can be used to enhance the level

of extrinsic motivation among the students. Telling stories of great persons to students

and sharing of heritage and cultural values can also be utilized as a external

motivation tools. Rewards are considered as the effective tool for extrinsic

motivation, but it is necessary to use the right type and frequency of incentives at

proper time to maximize the benefits. Sometimes, in certain circumstances rewards

reduce the motivation level. Praise is a very useful tool to enhance the extrinsic

motivation but its frequent use also reduces the motivation level especially in

secondary school students. Smith (2014) has suggested the following points to get

optimum level of rewards and praise:

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i. Time Schedule: The proper time of rewards and praise is necessary to

create effectiveness. Praise should not be given to those students when

they are excited about the new task, because they are already motivated

towards achievement.

ii. Avoid bigger rewards: Small and attention diversion rewards are more

effective as compared to bigger rewards. Sometimes after achievement

of bigger rewards, students stop their working level.

iii. Creation of challenge: Rewards and praise be used to foster self

perception, enjoyment in task and independence to accept the

challenges.

Award of grades is also used to enhance the external reinforcement in

secondary school students. The competition for higher grades enhances the

performance level. But the ground realities tell that competition of grade system is a

tool only for talented students and learning disabled students do not hold belief in

grading system. In this way motivational level of low achievers reduces and anxiety

among such students is increased. Cooperative learning in groups is suitable in

circumstances, where students work and complete their assignments in groups.

Another useful alternative which can be used in classroom environment is portfolio

assignments, which includes written reports, products, presentations and

performances of the students. The progress of students towards concrete, creative and

meaningful goals is mentioned on portfolio assignments (Smith, 2014).

Covington & Muller (2001) have stated that external rewards are used by

school authorities to control and manage the behavior of the learners successfully.

Award of the grades produces extrinsic motivation for learners to achieve goals on

performance basis. If the learner meets the performance level of the achievement

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successfully the performance contingent rewards are given to them in classroom to

enhance the level of extrinsic motivation. Extrinsic and intrinsic motivations are not

mutually exclusive to each other because both have equal chance to predict

commitment and interaction for enhancing the level of freedom and performance

among the learners. The condition of behavior of learners in classroom environment

can be improved through extrinsic motivation. So rewards play a significant role in

motivation. Shreeve et al., (2002) have found that praise is the least effective reward

which reinforces the learner to act in the direction of achieving goals. The value of

rewards changes with the age and perception of learners.

Motivation and learning are associated to each other. Both have to have

insight into behavior and focus on learning with in social context. Learning can be

made effective through feelings and actions of the other person and through the

advantages in daily life (O’Donnell, 2012). The involvement of parents and

community play a significant role to make this type of perception for learning

environment. Similarly, Carterwall (2012) has suggested that participation of parents

in learning process is effective to achieve academic goals and to produce fundamental

change in behavior of the learners.

Rasbash (2010) is of the views that there is a large gap between achievements

of learners in classroom learning environment and personal efforts of the learners. It

has been found that 20% achievement level depends upon school learning

environment while 80% achievement is due to personal motivation of the learners.

Many social and behavior problems are faced due to the unequal ratios. The school

administration can reduce this gap through effective policies.

Mariska (2014) has stated that formal education provides the opportunity to

have one to one conversation between students and teachers. Extrinsic motivational

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factors help learners to enjoy their learning. The following extrinsic motivational

factors are used to enhance the achievement level of the learners:

i. Learning environment: Well planned classroom learning environment

can be used as extrinsic motivational factor in which students focus on

teaching learning process without any obstacle.

ii. Personality of teachers: Teachers are the role models for students, as

they care and look after their needs. They make lessons interesting and

enjoyable for them with the help of different types of teaching

strategies. So the personality of teacher is the extrinsic motivational

factor to enhance learning.

iii. Support of family: Parents have the key role in developmental stage of

children. The environment of home is important for classroom

instruction. Since child spends most of his time with family so family

support produces extrinsic motivation among children to achieve high

academic achievements.

iv. Discussion groups: Most of the students enhance their extrinsic

motivation through discussions with peers and teachers. Peer-group

discussion provides the necessary basis for learning and

encouragement.

Tim (2014) has stated in his article that right or wrong way to motivate

students through Gamification. Gamification is the classroom method in which games

are not actually played; rather students are motivated towards achievement of goals

through different types of activities. Learning is transferred through simulations in

gamification. It is a popular classroom learning strategy which provides extrinsic

motivation to students through points or high scores. Badges, point scores and

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clapping, encouragement and praise are the ingredients of extrinsic motivation

through games. Gamification is directly associated with extrinsic motivation. Use of

badges and point scores are the external sources of motivation to create interest and

enjoyment in learning. Gamification can be made effective through inquiry based or

project based classroom learning.

2.8.2 Elements of Motivation

Nevid (2013) has stated that three main elements play fundamental role in

motivating a learner; (a) Initialization: is the primary stage where an individual takes

the decisions about the start of any task. (b) Determination: The second element

focuses on individual’s effort towards the achievement of goals. Obstacles do not

matter in the path of achievement. Individual spends time, resources, energy and

money to reach high level of academic achievement due to determination, and (c)

Measurement: It can be found on the basis of concentration and devotion of an

individual towards the achievement of goals.

The outer sources of environment are those variables through which extrinsic

motivation arises. It includes rewards, incentives, promotions, grades and attractive

learning environment. These different types of variables provide satisfaction and

comfort to an individual. An extrinsically motivated learner works hard to accomplish

a specific task due to external expectations. Extrinsic motivation has low level of

power and limited influence on learning as compared to intrinsic motivation. Extrinsic

motivation varies with self determination from one person to another person. Ryan &

Deci (2000) have presented four characteristics of extrinsic motivation: (a) It has an

exterior base which helps the person to regulate an act towards positive state of

achievement and avoid negative attitudes, (b) Unconscious act is performed by the

learner towards goal achievement because individual finds the reasons about specific

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behavior from inner sight and wants to reduce inner pressure and guilt, (c) After

identification of reasons an individual recognizes and performs according to pre-

selected choice and (d) At the end, an individual combines or integrates all the senses

with intrinsic motivation and performs fully to achieve goals successfully

(Virbickaitė, 2013).

It can be concluded from above discussion that both intrinsic and extrinsic

motivation are essential for classroom environment to motivate learners towards high

level of academic achievement.

2.8.3 Relationship of Motivation with Learning

Schunk (2014) has emphasized that role of motivation is necessary for

students through which learning process and performance of the students can be

enhanced. Motivation has positive effect not only on previous knowledge but also on

new knowledge, skills and strategies. The behavior of drill and practice, facts, rules,

concepts and performance level can be observed through actions and habit is formed

with the help of motivation. The role of motivation in teaching and learning process is

dramatic and fast. Proper time is also needed to boost the motivation level of the

learners. The devotion of the students can be made more effective to complete a task

properly and within specified period with the help of motivational strategies. Properly

motivated students want to engage themselves in different types of activities after

learning about a topic. Zimmerman (2000) has viewed that motivated learners

organize the instruction mentally and develop in depth understanding of concepts and

face problems when they do not organized and understand the learning.

Unmotivated students are totally different in learning efforts as compared to

motivated students. They remain passive in classroom learning because they do not

organize and accept learning as a challenge. The classroom task and home work of

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assignments may be done haphazardly by these learners. Students suffer in learning

process due to lack of proper motivation. Motivation has the reciprocal relationship

between performance level and learning (Pintrich, 2003).

Huzinec (2014) has found that educators face problems to help students

enforced in academic learning process due to apathy and lack of motivation. These

problems exist in primary, elementary and high schools. Genuine reasons are not

provided to students for their engagement in academic process. The student classroom

engagement can be improved through affective teaching. Student centered variables

involve encouragement, classroom engagement, empathy, higher level of thinking

order and learning time, while outcome of learners consist of affective, cognitive,

behavioral, social and academic aspects. Positive correlation between active

participation of learners and learner motivation has also been found. Shechtman &

Yaman (2012) have found that social emotional learning and classroom activities

provide the systematic path towards enhancement in learner motivation and classroom

engagement as compared to traditional methods of teaching. Teaching and learning

process can be made more affective through following three steps of social emotional

learning:

i. Informative Stage: This stage relates to actual facts and knowledge that

acts be delivered to learners.

ii. Conceptual Stage: Higher level of abstract thinking is involved in this

stage. Integration of facts and information are used to develop concepts

and understandings about the learning.

iii. Application Stage: Social emotional learning helps learners to relate

and to apply learning into their daily lives through meaningful

knowledge.

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The development of motivation of learners in classroom depends upon the

quality of formal discussion between teachers and learners (Cheung, Hew & LingNg,

2008; Tuckman, 2007; Xie, DeBacker & Ferguson, 2006). It has also been found that

learners fail to achieve learning objectives due to lack of participation in formal

discussion (Mazzolini & Maddison, 2003), inadequate discussion among peers

(Hewitt, 2005), artificial interaction among the learners, and formation of joint effort

for discussion without willingness (Yang et al., 2006). Formal discussion influences

the motivation level of learners. The intrinsically motivated learners attain high level

of academic performance while the extrinsically motivated learners perform limited in

formal discussion (Rienties et al., 2009). Learners feel high degree of autonomy in

formal discussion and collaborative learning approach among learners is also

promoted, which creates intrinsic motivation towards learning (Yang, et al., 2006).

Learning and memory are enhanced trough curiosity that provides light and

vision to brain. The impact of curiosity is long term which opens the doors of brain to

function in order to achieve effective learning goals. It has been found that curiosity

oriented learners perform better in learning. Curiosity about information also

enhances memory status. The element of curiosity cannot be created without

motivation. Lois (2014) has listed three major findings from his study: (a) When

learners have curiosity to find or to discover answers of some questions then they are

better performers in learning of information; (b) Stimulus towards curiosity is a tool

which provides intrinsic motivation in brain to achieve reward; and (c) Curiosity

motivated learners have the ability to enhance the activity in hippocampus (part of

brain which deals with memory and emotions) through which new and long term

memories can be created.

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2.9 Teacher Feedback

Thomas (2011) has stated that feedback is continuous process which forms a

loop. Feedback loop consists of four stages. The first stage is evidence stage in which

behavior of an individual can be measured and captured. The second stage is

relevance stage in which communication of data is taken place. Third stage is related

to consequence in which information provides path to move forward in the direction

of achievement and the fourth stage is about action of the task. The feedback loop

helps to make choice for action to an individual and action is measured. Feedback

loop runs for more than one time, and every time it provides new behaviors in order to

achieve goals.

The main responsibility of the teacher in the modern era is to provide activity

based and interactive learning in classroom. Feedback is considered as a powerful tool

between learning and academic achievement (Merry, 2008). Teachers and learners are

important stakeholders in learning environment through which academic achievement

of learners can be enhanced.

Rose & Gallup (2005) has stressed that the most common issue of the twenty

first century classroom environment is disruptive behavior of the learners. Smith &

Smith (2006) has viewed that this disruptive behavior is the main cause of poor

academic achievement, less engagement time for learning, poor standards of

education, weak classroom management and unsatisfactory learning outcomes.

Violence and discipline problems have increased due to overload working

circumstances of teachers.

Disruptive behavior has directly influenced on performance of new teachers

and academic achievement of students (Browers & Tomic, 2000). Teachers can

overcome these problems and issues with proper feedback, guidance and counseling.

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Feedback in teaching learning environment includes different kinds of

responses by the teacher to a student in order to modify performance, attitude,

behavior and achievement. Feedback is the essential element of teaching learning

process and is recognized as an important factor related to student performance. It is a

positive reinforcement tool for students to achieve learning objectives (Scott &

Dinham, 2005). Teacher feedback can be expressed in oral, written and gestural

forms. The main purpose of teacher feedback to students is to encourage or criticize

the strengths or weaknesses. Teacher feedback is important in sports, art, recreational

co curricular and learning activities. Teacher or coach is ready to explain, demonstrate

or detect weaknesses and improve strengths of a student through feedback. Natural

talent of a student is recognized through teacher feedback. If weaknesses are not

detected and corrected at proper time then it results in poor performance. Learners

with poor teacher feedback show discouragement and poor performance in tests.

Secondary school students perform different types of tasks including recognition,

correction, and encouragement towards enhancement of achievement level through

teacher feedback. It helps students to keep on track during classroom learning process

(Dinham, 2007). Factors making teacher feedback are shown in figure 2.4:

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A strong relationship between the teacher and student is necessary for proper

growth and development of a child. The basic needs of students in the classroom can

be recognized through this relationship. Teachers share their experiences with

students in order to guide the emotions of students in the direction of achievement of

learning objectives. This relationship cannot be made effective without feedback from

teachers to students. Feedback in learning environment can also be used to enhance

the level of learning among students and professional development of teachers.

Students get intrinsic motivation towards rewards through teacher feedback and show

Teacher

Feedback

Written

Feedback

Verbal

Feedback

Gestural

Feedback

Feedback on

Homework

Formative

Feedback

Figure2.4: Factors making Teacher Feedback

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better performance. Teacher student relationship opens the doors to resolve conflicts,

issues and problems in relation to learning process (Jantine, Helma & Jochem, 2011).

Hartely (2000) has suggested that the language and tone of feedback is very

important. It should polite and attractive rather than taunting and insulting. It should

start from positive aspects and then proceed to aspects requiring for improvement.

Feedback should enhance the morale and self respect of the learner. It must be at the

mental level of the learner. Feedback must be expressed in the already known

language by the learner. Unfamiliar and difficult words lead to dissatisfaction of the

learner. Feedback is the measure through which learners enhance their level of

achievement and performance. In the same context, some guidelines on providing

feedback are:

i. Feedback should offer with love and care.

ii. Feedback must be specific for the task.

iii. It should be given as proper time.

iv. Feedback should have attraction to follow.

v. Proper weight age should be provided to feedback in classroom to all

the learners.

vi. It should be presented in easy and simple way to understand.

vii. Feedback should be concrete rather than abstract in nature.

Teachers use verbal and written feedback in order to improve academic

performance of students and these are considered as a most powerful tool for

motivation which enhances learning. There is a lot of difference of opinion on

feedback such as what kind of feedback effects student’s behavior or what type of

feedback is necessary in specific circumstances. The nature of feedback changes with

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environment and in different situations. Every learner needs specific feedback

according to learning disabilities and performance (Hattie and Timperley, 2007).

The need of feedback is important in classroom environment even most

talented learners require it for better performance and high academic achievement.

Learners can learn immediately with feedback and perform better as compared to

those who do not receive feedback. It gives path to talented learners to make their

strengths in order to achieve high academic achievement (McCall, 2004).

Sometimes teacher feedback has negative effect and its perception moves

towards discouragement of students and achievement. In some situations teacher

feedback has poor or bad effect. Effective feedback needs proper frequency,

construction and timing. Teacher feedback becomes poor due to sensitivity issues

between teachers and learners. Feelings and emotions of students are hurt due to

negative feedback, so as a reaction poor performance of students can result whereas

on the other hand some learners are pushed to achieve higher level due to proper and

in time feedback (Hattie & Timperley, 2007).

Dinham (2007) has viewed that teacher feedback should be specific, focused,

practical, achievable, and measurable and time bound. Expert teachers use specific

statements such as good, very good, excellent, well done, concentrate, poor work

done, poor spellings, needs to work hard, good ideas, satisfactory performance and

excellent performance etc to motivate learners towards the achievement of learning

objectives. These comments are effective than only ticking on assignments of

students. Assessment criteria should be clear to every student for effective feedback.

The purpose of assignment and teacher feedback should be to inform students in

detail. Only written remarks are not enough to enhance the level of performance.

Reasons of poor performance or higher performance should be mentioned in

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comments. Face to face interview with the students is also considered as a powerful

effective teacher feedback. Specific time is required for this type of activity,

sometimes it can be placed during classroom instruction. Effective teachers have the

ability to provide proper and effective feedback, and expert teachers give expert

opinion to their students.

Educators and other stakeholders express concern over student performance

and quality of teaching. Teacher is the major source in classroom environment which

influences on achievements of student. It has been found from international research

studies that teacher feedback has effect on learning of students. It has also been

concluded that the range of large effect size of teacher feedback on student

performance is 0.7 to 1.0, which shows positive effect (Hattie & Timperley, 2007).

Stenger (2014) has presented five research based rules of teacher feedback to

build motivation on the basis of existing knowledge, skills and attitudes among

learners:

i. Specification: Teachers should be specific as far as possible about

feedback to students because one cannot judge the insight through

feedback. Teachers cannot conclude the performance of a child

resulting from feedback is due to wrong or right conception. For

example, feedback just like “Excellent work done” does not express

the perimeters of right or wrong work done, so feedback should be

specific and future oriented.

ii. Immediate Feedback: it has been found from many researches that

immediate feedback is more effective than delayed feedback. Teachers

should provide feedback to students on the spot, so immediate

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feedback is more effective than feedback which is give after few days,

weeks or months.

iii. Achievement of Objectives: Teacher feedback should be focused on

achievement of learning objectives. Students should be informed very

clearly about the material which teacher plans to provide achievements

of objectives. In this way students become able to remove their

deficiencies and enhance their pace towards the achievement of

objectives through teacher feedback.

iv. Presentation of Feedback: Two way communications between

teacher and student is necessary for effective feedback. Sometimes

proper and in time feedback becomes poor due to wrong presentation

by teachers. There are three main situations in which feedback reflects

opposite effect rather than the desired one (i) Learners should not be

closely monitored because most of the learners want to get rid from

learning due to their nervous or self conscious state of mind (ii) When

learners feel that feedback is used to control over us rather than

guidance or counseling then teacher feedback from teacher becomes

poor (iii) Sometimes feedback is shared among the peers for challenge,

which may be a source of negative feedback and disengagement of

learners from learning process.

v. Involvement of Learners: Access should be given to students about

the information of their performance. Learners come to know

weaknesses and strengths with their involvement in learning process. If

learners have an access to information, they develop the sense of

awareness about learning, weaknesses or mistakes. So, engagement of

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learners in learning process is important to collect and analyze data for

future performance of learners.

It is an admitted fact that performance and achievement of secondary school

students can be enhanced through proper use of opportunities of teacher feedback

(Pollock, 2012; Hattie, 2008). Teacher feedback is the most powerful tool in learning

environment which is used to influence the level of achievement and performance

(Hattie, 2008). Teacher feedback can be made effective (Wiggins, 2010) by applying

following seven characteristics:

i. Objective oriented in relation to learning process

ii. Clear and transparent to learners without any doubt. Feedback to

students should be concrete rather than abstract

iii. Workable feedback in the learning environment

iv. Friendly feedback which creates motivation among the learners

towards goals

v. Specific time framed feedback

vi. Measurable and moveable feedback towards achievement

vii. Stable and accurate feedback

Most of the secondary school teachers do not take care about the written

remarks while providing feedback to students. Many written remarks are considered

as advice not feedback like “Very Good Job”, “What were your reasons to write a

paragraph?”, “Weak presentation”, “Needs more examples to explain”, “Poor

performance”, and “Better” etc. All these remarks do not express any proper guideline

to students for enhancement in achievement and performance. Since teacher feedback

is the information to students so it cannot be expressed in question form. Questions

are the best tools to create the power of thinking among students, but they are not

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considered as a feedback. Feedback should be specific, measurable, actionable,

reliable and timely bounded (Wiggins, 2012).

Feedback is considered as a useful tool to facilitate effective two way

communication between student and teacher in teaching learning process. It is the

post responsive information which is given to learner on the actual state of

performance in order to help him in the achievement of learning goals (Narciss,

2008). Teacher feedback is mandatory for learning context because it determines the

motivation of learners, intention towards assessment, involvement of students in

learning process and expectations for future performance (Parr & Timperley, 2010).

Teacher feedback is an effective tool beyond sharing. It is helpful information

for students about their performance. Students take benefit from teacher feedback to

improve the state of task. In fact, teacher feedback is the pure reflection of a teacher.

The quality feedback is linked with time, devotion and care which shows the value of

feedback process. Ashley (2014) has stated that feedback should be A – B – Cs. A

refers to action oriented, while B refers to basic and C is the connection of feedback

to content. He has further stated as summarized below:

A. Teachers should try to present clear, easy and understandable idea or

suggestion to their students. The principle of sharing feedback with

students should be friendly and according to level of the students.

Teachers should also try to avoid personal feelings while providing

feedback. Teacher feedback to students must be reachable and

workable.

B. Teacher feedback should be basic and concrete. It must be focused on

present situation. Since feedback is self speaking, so it should indicate

the direction of improvement.

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C. Feedback should relate with specific content. The improvement can be

made in learning through feedback in relation to content. Students

should be encouraged to discuss the content.

The quality and encouragement through teacher feedback is mostly accepted

as an essential ingredient during teaching learning process (Li & Barnard, 2011; Parr

& Timperley, 2010), there are different opinions for quality of feedback. Some

researchers have argued that students like written comments on their assignments to

know about deficiencies (Ferris, 2002; Hyland & Hyland, 2006), while some are of

the view that students like comments along with ideas as compared to grammatical

mistakes (Lee, 2005), But most of the teachers and students want different types of

feedback for improvement (Plonsky & Mills, 2006; Diab,2005).

2.9.1 Feedback on Homework

The purpose of formative tests is to help, convey, guide and monitor teaching

learning process during classroom environment in order to achieve objectives of the

lesson. Without proper feedback, teachers and learners cannot perform effectively.

Pace of learning during classroom environment can be assessed with the help of

formative feedback provided by teachers at proper time. Continuous repetitions of

formative tests along with proper written feedback help to remove the learning

weaknesses and provide strengths towards summative evaluation (Alonge, 2004;

Kolawole, 2010).

Bennet (2011) has observed that teachers and students are directly or

indirectly affected by positive feedback in learning environment. Formative feedback

is considered as an effective tool for enhancement in learning, Berry (2011) observed

that formative feedback is used to change traditional classroom theory and practices

and to raise achievement level of learners.

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Many school related variables have direct or indirect impact on student

learning. Homework of students is such a variable which forms connection between

students and learning. Quality of the homework is the burning issue of the day due to

absence of any balance policy for homework. Many researchers have believed that

there is correlation between homework and student achievement without accounting

for individual differences. It has been found from some researches that there is no

relation between homework and student achievement (Cooper, Robinson & Patall,

2006), while on the other hand there is a positive correlation between homework and

student achievement in grades 7 to grades 12 as compared to K-6 has been found

(Marzano & pickering, 2007; Cooper, Robinson & Patall, 2006). It is the core

responsibility of the teachers to ensure that each and every student in the classroom

must understand the concept and skills which are required to complete homework

assignment without any doubt and discouragement at home. Effective homework

should be structured in such a manner that students can accomplish it with interest,

devotion and success. Marzano & pickering, (2007) have stated following rules to

assign homework assignments:

i. Homework should be assigned to students from start of the class.

ii. Teacher should explain and provide examples for writing of

homework.

iii. Written feedback is essential on homework assignment on next day.

iv. There should be no room for confusion in homework.

v. Students should be allowed to do and discuss their homework in

classroom.

The habit of regular homework for a student is considered as a factor of

success towards high level of academic achievement Bembenutty (2010). Homework

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includes those academic tasks for which students are advised to accomplish after

instructional time at homes (Cooper, Steenbergen & Dent, 2012). So, homework is

such an effective tool through which not only learners enhance their understandings

and abilities but strong interaction is also established between learners and teachers in

learning environment. Teachers should encourage students to do their homework

daily at proper time because it has direct relation to academic achievement

(Bembenutty & White, 2013). Homework for students can be divided into three types

generally; (a) Home work is given to student for next day participation in classroom

discussion (b) Homework is assigned for drill and practice and (c) Inclusive Project

homework for enhancement of skills.

The ratio of homework success, regularity and performance depend upon the

support of parents and other family members. If parents are involved in student

homework then the ratio of success and level of academic achievement can be

enhanced through teacher feedback. Homework success ratio and intrinsic motivation

of students can be increased by teacher feedback through some text messages to

parents (Power et al., 2007). Homework is the combination of planned and unplanned

methods to reach high academic achievement level among parents, students and

teachers. The habit of homework can be created with proper feedback from teachers

through which all the stakeholders feel that learning is possible at school as well as at

home environment. Homework assignments provide an opportunity to parents and

other family members to know about the progress of learning in classroom.

Hattie (2008) has stated that average effect of teacher feedback on student

achievement has been found twice as compared to other factors. So teacher feedback

is placed among the top ten variables through which high level of achievement is

possible. The fundamental responsibility of teachers during transmission of feedback

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is that they should know about the students where they are and where they should be,

and then teachers should provide feedback to reduce gap between existing and desired

positions. Teachers should consider following three types of questions to reduce this

gap through feedback:

i. What is my path?

ii. What is the direction to follow the path?

iii. What are the challenges for achievement?

Most of the students do not know about the performance related goals;

therefore they face problems to find their actual path. Teachers can solve these

problems by my making and creating clear and transparent goals to students. Teacher

feedback provides the opportunities of awareness to students about the starting and

finishing points. Formative feedback is very useful to students in order to identify the

direction of path. It also helps the students to meet the challenges and to solve the

problems in learning process (Hattie, 2008).

Horsley and Walker (2013) have indicated that homework must be reduced or

reformed to students because it has negative impact on family life. Most of the school

teachers give homework task to students without any care of individual differences

and family background in contrast Power et al., (2007) have stated that there is

positive relation exists between homework and academic achievements, similarly

Katz, Kaplan & Gueta (2010); Akioka and Gilmore (2013) have expressed the view

that homework is the source of motivation for learners, while Bembenutty (2010) has

found that teacher feedback on homework creates interest, intrinsic motivation and

self efficacy among learners.

The classroom learning environment can be made effective and goal oriented

through appropriate, purposeful and meaningful teacher feedback. Teacher feedback

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provides the opportunities to enhance classroom learning. The interaction among

teachers, principals and students is helpful to focus on student achievement. The

interaction among all stakeholders of learning environment, classroom observations

and proper teacher feedback are the resources through which administration of the

learning institutions meets its targets and objectives. Kim (2009) has suggested

following principles regarding feedback:

i. Feedback should be focused on content and process of classroom

learning

ii. Needs of the students should be addressed by the teacher

iii. Need analysis about the level of the learning achieved should be kept

in mind during teaching learning process.

iv. Teachers should provide proper feedback when students need during

any challenge or problem

v. Pace of classroom learning must be determined to achieve school

goals and expectations

vi. Teachers should meet their professional and national standards

vii. Teachers need to look into improvements in weaknesses and strengths

2.9.2 Formative Feedback

Formative feedback has two major functions: (a) Instructional, (b)

Promotional. Instructional feedback provides awareness about the learning needs of

the learners, while promotional feedback gives suggestions and comments in order to

achieve objectives of the content. Instructional feedback is more precise as compared

to promotional feedback (Valerie, 2008).

Secondary school teachers use formative assessment during classroom

instruction and various intervals to know the pace of learning and achievement of

112

students (Crook, 2001). It also provides qualitative feedback to teachers and students

to focus on performance and delivery of content during the process (Huhta, 2010).

Formative feedback reduces negative impact on extrinsic motivation and enhances the

movement to achieve high grades through formative feedback (Mory, 2004). It

provides information to reshape teaching and learning process (Huhta, 2010). Teacher

feedback from formative assessment creates opportunities for student motivation and

students take responsibilities for their self learning. Students learn skills like self

evaluation, self assessment, goal settings and high achievements (Valerie, 2008).

Teachers are the main agents in classroom learning environment to promote

effectiveness of teacher feedback. This can be possible with the engagement of all the

students in classroom environment through fair and free discussion. The way of

presentation of teacher feedback plays a vital role to engage students in feedback

process. Students do not take interest to read comments due to poor writing or higher

level of approach. The language of teacher feedback should be easy to understand for

each and every student of the classroom. Teacher feedback comments are easy to

express for teachers but difficult to interpret by students (Duncan, 2007).

Hattie & Timperley (2007) have reported that teacher feedback has a

significant effect on learning achievements, but this potential depends upon quality of

teacher feedback. Students get formative feedback about the task from their teachers,

however, they are not able to relate this information with learning goals. Teachers

should relate formative feedback with learning objectives during discussion with

students. Teachers should also minimize the focus on praise, punishment or some

rewards to control over student behavior during formative feedback process in

classroom discussion.

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Formative feedback is used to enhance knowledge and skills in learning

environment and motivation factor of learning (Narciss & Huth, 2004). It is

communicated to learners in order to reshape their thinking, perception and behavior

to enhance learning. Students are the primary receivers of formative feedback.

Multiple types of feedback are given to students to improve knowledge and general

skills. Formative feedback is also used to communicate the gap between current and

desired level of performance. Learners are motivated for high achievement by

reducing this gap. It reduces cognitive load of the learners, particularly hard working

learners (Paas, Rankl & Sweller, 2003), and provides basic and useful information to

correct errors or misperceptions (Mory, 2004). It has been found that immediate

feedback is effective for students in order to eliminate the errors as compared to

delayed feedback. Immediate feedback is provided to students to acquire knowledge

about verbal materials, procedural and actionable skills (Dihoff et al., 2003).

Javed (2012) has concluded that there is a significant difference in academic

achievement in physics of high achievers receiving teacher feedback through weekly

formative evaluation and their academic achievement was much better than those in

control group. The purpose of formative teacher feedback in classroom is to facilitate

students during learning process. After regular intervals of time teacher feedback can

be used to motivate students towards learning process. Teachers may also use

formative feedback to recall memory, skills and knowledge of the students in subject

of study, which may help in the evaluation process of students. Formative feedback

can be utilized to adjust pace and motivation level of students towards learning. So,

formative feedback can be considered as an effective tool to enhance the level of

achievement.

114

Hattie (2008) has presented teacher feedback strategies in order to make the

feedback effective:

i. Differentiate Between Praise & Feedback: Teacher feedback should

not be combined with praise. Most of the teachers do not differentiate

between feedback and praise. It has been found from different

researches that feedback without praise has more effect on

achievement as compared to teacher feedback with praise. Students

feel themselves in classroom learning process due to praise while

teacher feedback builds high level of trust between teachers and

students.

ii. Repetition of Formative Feedback: Formative feedback during

classroom instruction is used to make learning effective. Short cycle

formative feedback helps the students and teachers to take necessary

decisions to enhance the level of achievements. It helps to provide

immediate feedback during the learning process. Formative feedback is

necessary during minute to minute classroom activities.

Valerie (2008) has presented different types of teacher feedback to students in

order to improve learning and achievement which are shown in table 2.6:

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Table 2.6 Interpretation of Feedback

Feedback Type Interpretation

Nil Feed back without response of learners, usually it occurs when

learners are asked some questions about learning activity.

Confirmative It refers to knowledge of outcome, provides information about

wrong or right.

Corrective

response

It informs learners about correct response without any additional

guideline.

Repetition Repeat the process until correct response is achieved.

Flag on error It highlights the location of mistakes without indicating correct

answer.

Detail Provides explanation about wrong or right answers and the specific

answer is correct or not correct?

Ascribe Provides attribute to knowledge and skills achieved.

Unexpected When students are not expecting the feedback for encouragement

Directional Some hints, cues or prompts are given in the direction of making

strengths

Diagnostic Information about some specific error or misconceptions.

Informative Way or procedure to eliminate errors is provided to students

without giving them answer.

The impact of formative feedback in relation to analysis of errors and

reduction in cognitive load has positive effects on intrinsic motivation and on level of

achievement. Formative feedback is very useful to students in complex problems in

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learning context. Narciss & Huth (2004) have explained three main elements of

formative feedback:

i. Learning Process: It involves three elements; instructional objectives in

relation to curriculum, cognitive actions and errors during learning

process.

ii. Learners: It includes characteristics of learners such as learning

objectives, previous knowledge, cognitive logic operations, learning

motivation etc that help the learner to achieve high achievements.

iii. Feedback for learners: It also consists of three elements (i) feedback in

relation to content like cues, hints, analogies, flagging of errors and

encouragement feedback, (ii) cognitive, emotional, met cognitional and

motivational actionable feedback, and (iii) way of presentation of

feedback to learners in order to enhance the level of performance and

goal achievements.

2.9.3 Summative Feedback

Prior errors provide direction to learners in the right path. Summative

feedback is a type of teacher feedback which focuses on past errors and provides the

direction to reduce the errors on the basis of past committed mistakes (McAlpine,

2004). Summative feedback gives attention to learning errors and creates realization

among learners to eliminate mistakes. Learners are more willing to perform at higher

level after the correction of errors due to summative feedback. Learners are also

encouraged to perform as per their abilities and capabilities in this type of feedback.

The learners having teacher summative feedback are conscious about their

performance and achievements. They keep both correct and incorrect lists of errors

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and compare their existing performance with previous one (Masoumeh & Davood,

2014).

Teacher formative and summative feedback is beneficial for students. The

main purpose of teacher feedback is to create the intrinsic as well as extrinsic

motivation among learners to enhance level of learning. Teachers use different types

of feedback strategies in classroom to help students, including written and verbal

feedback on homework, assignments, performance in activities, discussion, quiz

competition and written drill and practice. It also includes review of assignments,

interview with individual student as well as group of students and teacher feedback on

innovations during classroom instruction. For this purpose teachers observe carefully

all the students in the classroom and record all observations as data. These collected

data are used by teachers as feedback to students for better performance. Strengths of

students during classroom instruction can be identified through teacher feedback and

pointing out of deficiencies. Teacher feedback suggests the ways to reduce

deficiencies in order to achieve classroom learning objectives. Individual dialogue can

also be held with individual student to understand the level of feedback to students.

Teacher feedback during formative assessment should be fair and content related.

Most of the teachers use “Very Good”, “Good’ or “Well done”, if students do not find

that how they perform according to benchmarks, then they will get only praise not

proper teacher feedback. Such students are not enabled to achieve high due to

defective teacher feedback. Students should believe also on marking procedure during

formative or summative assessment and teacher feedback process. Feedback is fair

and transparent in peer discussion. In this way summative as well as formative

feedback can be made effective in the classroom learning process (Wenjie &

Chunling, 2013).

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2.9.4 Feedback on Writing

John et al., (2011) have stated that corrective teacher feedback minimizes

corrections of student writing and leads towards accuracy. Corrective feedback is a

type of teacher feedback with a purpose to eliminate errors in the texts. It is the

response of teacher errors or mistakes on the text contained. Corrective teacher

feedback can be categorized into three forms in relation to strategies: (a) Teacher

feedback with the cue that mistakes have been committed, (b) provides correct form

of the language, and (c) provides information about the nature of error. Direct and

indirect teacher feedback is used to reduce and eliminate grammatical errors in the

texts. Direct feedback refers to correct answers in student response, while indirect

feedback creates the environment in which errors are indicated by the teacher without

presentation of correct answer.

Writing of students is the key issue in classroom environment. Its importance

and teacher feedback on it towards achievement cannot be ignored (Paltridge, 2004).

It has been found from many researches that different types of feedback have positive

effect on student writing. The frequency of teacher feedback received by students on

writing improves performance due to understanding of the concepts. Better

understanding develops on the basis of more teacher feedback. Teacher feedback

during writing process provides the sense of improvement in writing. It can modify

the behavior and thinking style of learners towards writing. Moreover teacher

feedback on writing provides the opportunities to be aware of the performance level

(Carless, 2006).

Teacher feedback creates verbal, informational, written, and expressive

awareness among students. Students seek language rules and principles of writing

styles and know about application of rules in writing. So teacher feedback acts like a

119

stimulus for students to write something (Williams, 2005). All aspects of student texts

like content, grammar, punctuation, spellings mistakes, sentence structure, words

organization, concepts and ideas can be addressed through teacher feedback (John et

al., 2011) and most of the students focus their attention to teacher feedback in order to

enhance the level of writing (Ferris, 2003).

Teacher feedback can be made effective when teachers know about the levels

of feedback to students. Hattie (2008) has presented three levels of teacher feedback:

i. Initiative Level: It is the most common level of teacher feedback

which can be observed in classroom. The focus of this level of

feedback is informative to students. It builds the surface knowledge

domain of students. For example students are informed about the

correct or wrong answer.

ii. Operation Level: This level of teacher feedback helps students to

follow a certain process to achieve a product. It is also very useful to

students to detect errors or to recognize the sense of relationship. The

focus of this level of feedback is to enhance deeper learning among the

students.

iii. Self Evaluation Level: This level of teacher feedback provides the

opportunities to monitor their own learning process. It creates

confidence and acceptance of teacher feedback among the students in

learning process. This level of feedback involves probing questions. It

also creates the thinking power among the students.

Teacher feedback appears as the reflection in writing work of students.

Students modify necessary information according to their own task. Teacher feedback

plays a vital role in the revision activities and writings of students (Hyland & Hyland,

120

2006). There are three different aspects of teacher feedback to guide a student during

revision and writing stage: (a) It provides opportunities to students to handle and

solve the problems which are faced during writing; (b) it facilitates the drill and

practice exercise of writing to enable students to have mastery over writing skills, and

(c) It creates the sense of appropriate selection after teacher feedback and use

information to improve writing (Elsa, 2010). Teacher feedback is considered as a

source of input through which students are encouraged towards enhancement of

writing skills (Hyland & Hyland, 2006). The some expert gives that teachers create

motivation among learners to take benefit from more experienced and more

knowledgeable persons. Teacher written feedback comments enable students to write

such material which can be understood by readers and what they intended to express.

But the fact remains that written feedback to each classroom individual is time

consuming and difficult task for the teachers (Goldstein, 2005).

The revision and writing performance of students depends upon different types

of written teacher feedback. This written feedback has positive effect on student

motivation and achievement. Students modify their path to achieve goals successfully.

Written teacher feedback moves intentions of students on surface level thinking such

as grammar, punctuation, tense and word organization. The clear and content focused

written teacher feedback is the source of enhancement of writing skills among

students. The teacher should keep in mind the needs and mental level of the learners

while providing written feedback. Combination of feedback strategies can also be

used in written feedback in order to enhance the level of performance and

achievement (Elsa, 2010).

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2.9.5 Feedback on Classroom Discussion

Duncan (2007) has argued that feedback is considered as the basic tool in

learning cycle to promote classroom learning. Unfortunately, teachers and students

both are disappointed from feedback process. Most of the students do not understand

written teacher feedback comments and get anxiety and frustration about remarks on

assignments. They feel that teachers do not provide us correct information to improve

our task. Different reasons exists among students about teacher feedback such as: (a)

They are unaware about the purpose of feedback; (b) Students are unable to create the

relationship between teacher feedback comments and achievement; (c) Students have

not opportunity to discuss teacher feedback with them; (d) The criteria or benchmark

of teacher feedback to students is not transparent, and (e) Late or little or too much

teacher feedback has poor effect on students. Teachers also have concerns about

feedback process. They are: (i) Students have the interests in marks or grades, so they

do not take interest to read comments of teachers; (ii) Written feedback for each

student of the class is very time consuming and difficult; (iii) Teachers have no idea

to write feedback according to establish benchmarks; (iv) Teachers miss the focus

point in their feedback, and (v) Clear and transparent teacher feedback is not provided

to students for understanding the comments.

Crisp (2007) has observed that students acknowledge feedback provided by

teacher. This feedback is consistent because students perform better after receiving

feedback during their assignments. It is a tool of getting high grades and best

performance. Feedback can be made more effective through focus on students

learning in written form. Written comments of the teacher are more helpful in

achieving high performance as compared to oral statements of feedback. Feedback

should be future oriented so that learners might be able to achieve high academic

122

achievement in next assignment. So it can be concluded that students use feedback for

present as well as for future tasks. In this way feedback is utilized to explore insight

abilities of the learners.

It has also been found from students that formative assessment and immediate

feedback of teacher do not provide us correct information about a student at the spot.

Most of the students do not express themselves during classroom discussion in front

of peer or teachers. They hesitate to express their views. Learning objectives of such

students cannot be determined through formative teacher feedback. Such type of

students need more time to express themselves through talk or response. The role of

teacher in such circumstances is very important. Teacher should ask different

questions from such students and wait for response with patience. Punishment and

praise are not effective for such students. It means that formative assessment and

teacher feedback require professional attitude. Students having poor expression during

discussion can be better focused through formative teacher feedback as compared to

summative teacher feedback. The specific weaknesses and problems can be identified

through formative teacher feedback (Anthony & Susan, 2005).

It has been found from research studies that most of the students do not try to

read or understand the comments on homework or assignments provided by teachers

(Duncan, 2007). Students and teachers are in isolated state to each other. Students feel

that they worked hard to achieve grade and teachers feel that they have done their

duties (Taras, 2003). Different strategies are used to make the teacher feedback

process effective by involving all the students in feedback process. Feedback process

should be designed in such a way that it is visible to all students and they get benefit

from it directly. It can be so made by dividing the number of stages in one assignment

and feedback provided for each stage. Students are also advised to create a document

123

about their own progress from one stage to the next. This type of strategy is very

useful for the involvement of students in feedback process. The workload of teachers

can also be reduced through involvement of students in feedback process. Final

product is achieved with the combination of all stages and peer involvement (Nicol &

Draper, 2008).

The active involvement of students in teacher feedback process can be created

through award of provisional grades. Students are asked to discuss about their own

work to achieve higher grades on the basis of provisional grades. In this way

involvement of students is possible with the suggested direction towards reading of

teacher feedback comments (Taras, 2003).

Duncan (2007) has stated that most of the students do not have any sense of

feedback process. Therefore they do not pay attention to feedback comments. They do

not have the ability to understand the purpose of teacher feedback. Similarly Hattie &

Timperley (2007) have argued that most of the teachers focus on corrections or errors

rather than characteristics of learning feedback.

Duncan (2007) has stated some principles for effective teacher feedback to

students:

i. Discussion and conversation among students should be promoted in

order to achieve learning objectives

ii. Teachers should emphases the learning aspects of feedback as

compared to correctional feedback

iii. Direction indicators towards enhancement of task and achievement of

objectives should be provided in teacher feedback

iv. Goals of assessment and teacher feedback should have the linkage with

goals

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v. Active involvement of students in feedback process is necessary to

understand the thinking of the students

vi. Students should engage in conversation and allow to participate in

classroom discussion

vii. Teacher feedback comments should be so designed as to promote self

learning and self evaluation

viii. Establish the relationship between peer feedback and teacher feedback

Relationship of learning process and effectiveness is shown in figure 2.5:

Motivation

Classroom

Environment

Learning

Process

Teacher

Feedback

Effectiveness

Figure2.5: Relationship of Learning Process and Effectiveness

125

2.9.6 Conclusion

It can be concluded from review of literature that essential factors like

classroom environment, motivation and teacher feedback affect academic

achievement of secondary school students. Each factor separately plays

important role in learning process however combined effect of classroom

environment, motivation and teacher feedback is more effective to enhance

level of academic achievement of secondary school students.

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CHAPTER 3

METHODOLOGY

The corelational research describes the actual relationship between two or

more than two variables that exists in an environment. Data on multiple variables are

collected from respondents and then corelational statistical tests are applied to analyze

the data. Corelational research is also used to investigate multiple factors. The focus

of corelational research is to describe the nature of the relationship between variables.

Survey technique for investigation is considered as the most best and reliable

approach (Shields & Hassan, 2006). The nature of the research was corelational

research.

The motive of the present study was to explore, identify and find out the effect

of classroom environment, motivation and teacher feedback on the academic

achievement of secondary school students in Pakistan. This chapter of the study

comprises research methodology and procedure under the following headings:

i. Design of the study

ii. Theoretical Framework

iii. Population

iv. Sample and sampling procedure

v. Development of research instrument

vi. Data collection

vii. Analysis of the data

126

Data was collected on various aspects of classroom environment such as

temperature, furniture and fixture, arrangement of furniture, class size, light, writing

board facilities were collected from secondary school teachers, trained graduate

teachers and students of FGEI’s throughout Pakistan. At the same time data regarding

effect of motivational factors such as intrinsic motivation and extrinsic motivation

techniques and feedback techniques used by male and female Secondary School

Teachers (SSTs) and Trained Graduate Teachers (TGTs) were also collected and

analyzed. Keeping in view the literature review and objectives of the study, a

questionnaire for secondary school teachers was developed, administered and

analyzed. The questionnaire was translated in Urdu for secondary school students to

obtain responses.

3.1 Design of the study

Mouton (2001) has stated that research design is a set of instruction, guideline

and procedure to study the research problem. The design consists of objectives of the

study, hypotheses and particular method to achieve objectives. Similarly, Strydom

and Jooste (2001) defined that research design is a blueprint having at least four

research component.

Corelational research is often criticized for its quality due to poor planning,

weak procedures or methods and poor development of research instruments (Gay,

Mills & Airasian, 2006). The perception of participants of the survey does not clear

about co relational research and effective utilization of information (Lodico,

Spaulding & Voegtle, 2006). But besides many objections, co relational research is

significant in surveys about educational research and refers to an effective

investigation tool to collect data in relation to address educational problems (Gay,

Mills & Airasian, 2006).

127

Before analyzing the collected data, researcher should know that rate of

responses can be varied on the basis of research topic relationship of researcher with

participants of the survey. The acceptable response rate in distribution of

questionnaire through e-mail is 30% to50% while in different situations to obtain

effective result response rate may exceed 80%. There are lower response rate in

internet surveys as compared to other methods. Researchers collect data on the basis

of pre-established instrument in corelational research. The collected data during

survey research can be varying from qualitative data to quantitative data and then

collected data is analyzed according to nature of data. In the final stage generalization

is made through sample representative from large population by the researcher in

order to complete co relational research (Lodico, Spaulding & Voegtle, 2006).

In the light of above discussion, the study was corelational in nature. Survey

technique was used to collect data. The effect of independent variables classroom

environment, motivation and teachers feedback on academic achievement of class X

students was studied.

The study entitled “Effect of classroom environment, motivation and teacher

feedback on academic achievement of secondary school students in Pakistan” was co

relational in nature. Survey technique was used to collect data. The effect of

independent variables classroom environment, motivation and teacher feedback on

academic achievement of students was studied. The information was collected from

representative groups of male and female Secondary School Teachers (SSTs) and

Trained Graduate Teachers (TGTs) and students from all regions under the control of

FGEI’s (Cantt / Garrison) Directorate. The collected information through survey

technique was analyzed. The research design of the present study is given in figure

3.1:

128

3.2 Theoretical Framework

The combination of all interrelated ideas and concepts refers to theoretical

framework. It provides guidelines and path in corelational research to achieve

objectives. The description of theoretical framework is important in corelational or

exploratory research due to unseen future circumstance. Theoretical Framework

Classroom Environment

Questionnaire

SSTs & TGTs Class X Students

Responses

Analysis

Figure3.1: Research Design of the Study

129

establishes a relationship among all the components of the research studies.

Theoretical Framework includes all concepts, ideas, assumptions, predictions, theories

and models which support the research. The variables of theoretical framework of the

research studies can be explained with the help of graphs, flowcharts and in narrative

form. The conceptual framework for the study has graphically been shown in Fig 3.2:

130

School

Class Size

Light

Temperature

Writing

Board

A V Aids

Furniture

and Fixture

Computers

Assessment

Techniques

Feedback

Techniques

Formative

Feedback

Summative

Feedback

Gestures

Verbal

Feedback

Written

Feedback

Feedback on

Homework

Intrinsic

Motivation

Extrinsic

Motivation

Motivation

Techniques

Classroom

Environment

Motivation Teacher

Feedback


Figure3.2: Conceptual Framework of the study

131

Figure 3.2 shows the relationship among variables and its effect on learner’s

academic achievement. The variables of the study classroom environment, motivation

and teacher feedback were consisted of fourteen statements each, while the the first

six statements were comprised of demographic data. Further detail of each variable

along with statement numbers for the present study is mentioned in table 3.4. Figure

shows the path to achieve objectives of the study that how the effect of classroom

environment, motivation and teacher’s feedback on academic achievement of learners

will be measured.

3.3 Population

Population is the well defined collection of individuals having same

characteristics or traits. Population in statistics is a complete set of items having

common properties for analysis. Generally there are two types of population. (a)

Target Population and (b) Accessible Population. The earlier refers to entire group of

individuals having varying characteristics and researchers want to generalize the

conclusions on the basis of individuals. It is usually considered as the theoretical

population. While formal is the subject of the target population in which researchers

draw samples for the study from accessible population and can apply conclusions on

the basis of collected data in the form of responses. It is usually known as study

population. The population should be realistic and accessible (Gay, Mills & Airasian,

2008).

The population of the study was as below:

i. One hundred and thirty four federal government secondary schools in

Cantt / Garrison located in ten regions under the administrative control

of Federal Government Educational Institutions Directorate Sir Syed

Road Rawalpindi Cantt.

132

ii. Two thousand three hundred and seventy five Secondary School

Teachers both male and female, working in these secondary schools.

iii. All the twelve thousand six hundred and forty eight students both boys

and girls of class X enrolled during session 2013-15 and appeared in

Secondary School Certificate, part one (SSC-I) annual examination

2014 (FBISE Result Gazette, 2014).

Names of regions and detail concerning number of secondary schools, number

of male and female teachers and students is shown in table 3.1.

133

Table 3.1 Population of the Study

Secondary Schools

Boys Girls Total

Teachers

Male Female Total

Students

Boys Girls Total

S. No Regions

01

02

03

04

05

06

07

08

09

10

Rawalpindi

Wah

Lahore

Multan

Peshawar

Kharian

Gujranwala

Bahawalpur

Karachi

Quetta

026

011

005

006

009

002

004

002

003

002

022

011

004

005

010

002

004

002

002

002

048

022

009

011

019

004

008

004

005

004

543

216

062

097

148

033

059

036

037

040

402

233

075

079

142

032

051

033

035

022

945

449

137

176

290

065

110

069

072

062

2831

1982

0470

0397

0267

0167

0259

0311

0102

0234

2139

1645

361

420

393

134

178

102

118

138

4970

3627

0831

0817

0660

0301

0437

0413

0220

0372

Total 070 064 134 1271 1104 2375 7020 5628 12648

Source: Federal Govt Educational Institutions (C/G) Directorate Rawalpindi

134

Table 3.1 shows that there are ten regions under the administrative control of

Directorate of Federal Government Educational Institutions Rawalpindi Cantt.

3.4 Sample & Sampling Procedure

It is not easy to collect the data from complete population due to involvement

of budget constraints and time limitations. Therefore, a sample from population

facilitates the conclusion on the basis of evidence about the complete population

(Gay, Mills & Airasian, 2008). The data collected from sampling represents the entire

population of interest. When the population spreads over the large area then multiple

stage sampling is very convenient to collect the data in the form of responses.

Multistage sampling is a form of cluster sampling in which sample is selected in

multiple stages or steps. The following steps are involved in multistage sampling:

i. Organization of sampling stages.

ii. Selection of sample technique stages.

iii. Application of sampling technique.

Wolter (2007) stated that samples at national level over large populations have

complex design due to cost efficiency. Multistage sampling is used to overcome this

problem. Multistage sampling involves stratification and cluster sampling. The

selection of ultimate cluster is the aggregate samples of an individual over the large

population. The variance estimation of sample selection method is measured within

strata, which is known as single stage. Multiple stage design involves all the ultimate

clusters.

There are at least two stages in multi-stage sampling. Large clusters having

more units than the required sample of population are selected in first stage while the

units are sampled from the first stage clusters in order to achieve final sample. Sub

clusters within clusters are also used for more than two stages (Wolter, 2007).

135

Gay (1995) has quoted the table of sample sizes for given population sizes.

The formula for selection of sample size the table was originally developed by the

United States Office of Education. The guidelines as by the table preference indicates

the sample size. The sample size for the present study as selected with reference to

population and is shown in table 3.2. The sample size was larger than the ones

suggested in the above referenced table.

Table 3.2 Sample Size (S) Required for Given Population Size (N) for the

study

Population Size (N) Sample Size (S)

2600 335

15000 375

The sample of study was selected in three stages:

i. Thirty nine secondary schools from the ten regions under the

administrative control of Directorate of General Headquarters IG&T

Branch were randomly selected in the first stage.

ii. Three hundred and eighty secondary school teachers working in the

selected schools were randomly selected using table of random

numbers.

iii. Four hundred and thirty students who had appeared in SSC – I annual

examination 2014 from the selected schools were selected randomly.

The ten Regions are divided into three categories namely large, medium and

small for the present study. The three categories were framed by the researcher on the

basis of number of students who appeared in Secondary School Certificate, Part one

(SSC-I) examination of the Federal Board of Intermediate & Secondary Education,

Islamabad. The large category was up to 8597 students, the medium category was

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included 2308 students and small category was in the range of 1743 students who

appeared in Secondary School Certificate, Part one (SSC-I) examination of the

Federal Board of Intermediate & Secondary Education, Islamabad. First category

included Rawalpindi and Wah region, second category consisted Lahore, Multan and

Peshawar regions, while the third category included Kharian, Gujranwala,

Bahawalpur, Karachi and Quetta Regions. Table 3.3 shows the sample for the study

which includes the number of schools, number of male and female teachers and

number of students in each category. The examining and evaluating body of all

secondary schools in the ten regions is Federal Board of Intermediate & Secondary

Education, Islamabad. Table 3.3 shows that all the regions were divided into three

categories.

Table 3.3 Sample of the Study

Category Regions No of Sec Schools No of Teachers No Students

Boys Girls Total Male Female Total Boys Girls Total

Large

Rwp 07 06 13 65 65 130 70 60 130

Wah 04 04 08 40 40 80 40 40 80

Medium

Lahore 01 01 02 25 25 50 20 20 40

Multan 02 02 04 25 25 50 20 20 40

Peshawar 01 01 02 10 10 20 10 20 30

Small

Kharian 01 01 02 05 05 10 10 10 20

Gujranwala 01 01 02 05 05 10 10 10 20

Bahawalpur 01 01 02 05 05 10 15 15 30

Karachi 01 01 02 05 05 10 10 10 20

Quetta 01 01 02 05 05 10 10 10 20

Total 20 19 39 190 190 380 215 215 430

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3.5 Development of Research Instrument

Jackson (2009) has stated that questions are administered in survey research

method through questionnaires or interviews. Questions should be made very clear,

precise and easy by the researcher to describe the responses from the participants. The

question may be open ended, closed ended, partially open and rating scale questions.

Closed ended questions are easy to analyze as compared to open ended questions

because participants give variety of answers. The researchers like Likert scale type of

questions because it is easy to describe and calculate statistically. Survey research is a

combination of qualitative and quantitative research. It is the responsibility of a

researcher to describe a set of observations.

In the light of above given statement the nature of the research was

corelational survey research. Questionnaire on five points Likert Scales was

developed for secondary school teachers. Questionnaire was translated in Urdu

version for class X students to obtain accurate response.

3.5.1 Validity of Research Instrument

The concept of validity in descriptive research is not permanent or fixed in

universe. It has an unexpected and unpredictable wide range for qualitative as well as

quantitative research. Validity refers to such a construct which depends upon field of

study, methodologies and tasks (winter, 2000). However, many researchers have

viewed that validity is not necessary for qualitative research, but at the same time they

feel about the need of some criteria to measure accountability of their research. In the

same context, Creswell & Miller (2000) has suggested that validity is necessary to

focus the perception of a researcher about the research. Most of the researchers have

developed, constructed, generated and tested concepts of validity which are

considered as a reasonable, reliable, trustworthy and full of integrity. There is a need

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to test the validity for defensible conclusions through which generalization can be

made more effective. The quality of research depends on generalization of the

research and tested validity provides confidence to researcher and trustworthiness to

research (Stenbacka, 2001). The resident stress and relationship among the variables

are important things in survey research. Validity evidence is required for multiple

choice answers, content and sources in surveys. In case of board examinations valid

evidence is required to support the case for validity. Validity of instrument refers to

measures for which instrument claims to measure, substantial evidence is necessary to

support the case (Kane, 2002).

The pilot study was arranged to evaluate and improve the effectiveness of

research tool. The purpose of pilot study was to find out the weaknesses in research

instrument. The expert opinion was taken from experts related to field to make more

strength of research instrument.

Research instrument is considered valid if the instrument measures the same

characteristics which it intends to measure and establishes precisely the purpose for

which it was constructed (Schram, 2006; Wallen & Fraenkel, 2001).

The expert opinion from four experts was taken to determine content validity.

After feedback the ambiguous statements from the questionnaire were eliminated. The

opinion was then taken from experts in education to ensure that the translation of the

research instrument conveyed accurately the same meaning as in English version. The

detail of statements of the research instrument is given in following table 3.4.

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Table 3.4 Detail of Statements of research Instrument

S.No Information /Variables No of Statements Total

01 Demographic Data 01 to 06 06

02 Classroom Environment 07 to 20 14

03 Motivation 21 to 34 14

04 Teacher Feedback 35 to 48 14

Total - 48

3.5.2 Reliability of Research Instruments

Pilot study is a small scale investigation which provides necessary information

about the methods adopted to achieve desired level of statistical calculation from data.

It is a mini version of full scale investigation which is used to pre test of a particular

research instrument, in other words pilot study is the preparation phase of major

study. Polit, Beck & Hungler (2001) have stated following reasons to conduct a pilot

study:

i. Acceptability and suitability of research instrument for large scale

investigation.

ii. Estimate the feasibility for survey research.

iii. Designing and assessing whether the research method is workable,

achievable and realistic.

iv. Effectiveness of sampling frame for the study.

v. Collection of preliminary data.

vi. Awareness of planning for major study.

vii. Assessment of the physical, human and financial resources for the

study.

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viii. Inviting other stakeholders to support the research.

The pilot study was arranged to evaluate and improve the effectiveness of

research tool. The purpose of pilot study was to find out the weaknesses in research

instrument. The purpose of the pilot study was as under:

i. To check the reliability of research instrument up to standard level.

ii. To find out the level of internal consistency.

The pilot study was conducted in December 2014. The detail of research tool

used for pilot study is given in table 3.5.

Table 3.5 Detail of Pilot Study

S.No Respondents Total Response Rate

01 Male Secondary School Teachers 10 100%

02 Female Secondary School Teachers 10 100%

03 Boys of X Class 20 100%

04 Girls of X Class 20 100%

There are many ways to estimate reliability which are based on type of

assessment instrument. Cronbach Alpha is used to test the internal consistency. This

type of test finds correlation values among the answers frequently. Correlation can be

found among all the variables with every combination. The highly reliable value of

correlation must be close to 1 which is acceptable to everyone (Strener, 2003).

Analysis of variance (ANOVA) is also a method which can be used to find out

measurement errors in different test items (Brennan, 2001). The items of

questionnaire should measure the same things for which it is designed. Cronbach

Alpha was used to find out the internal consistency and reliability of the research

instrument. SPSS version 19 was used to find the Cronbach’s Alpha value for forty

141

two items. Secondary six items are related to demographic data. The reliability values

are given in the table 3.6:

Table 3.6 Reliability Statistics

Cronbach’s Alpha Cronbach’s Alpha Based Number of Items

on Standardized Items

.814 .855 42

IBM SPSS 19 was also used to find inter-item correlation matrix of all forty

two items. The summary of item statistics is given in table 3.7:

Table 3.7 Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance Number of Items

Minimum

4.069 1.895 4.684 2.789 2.472 .388 42

The same program was also used to measure errors in different test items, for

this purpose ANOVA was calculated for all items. Table 3.8 shows the ANOVA with

Cochran’s test results for the research instrument.

Table 3.8 ANOVA with Cochran’s Test

Sum of Squares df Mean Square Cochran’s Q Sig

Between People 51.709 18 2.873

Within People Between Items 302.051 41 7.367 338.315 .000

Residual 393.449 738 .533

Total 695.500 799 .893

Total 747.209 797 .938

Grand Mean = 4.0689

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3.6 Data Collection

The distribution of questionnaire during survey research through electronic

mail is a fast, simple and low cost procedure. Errors might exist in surveys because of

non favorable response of the participants. Traditional methods of distribution and

collection increase cost. The interaction between researcher and respondent plays a

dynamic role as compared to electronic mail. Time period is also very significant in

collection of data (Bethlehem & Biffignandi, 2012).

Fixed and permanent guidelines are not available for the collection of data in

survey research. It is the responsibility of researcher to collect accurate and up to date

data with reasonable cost. Telephone, electronic mail and other human resources can

be utilized to collect the data (Yinger, 2004).

For collection of data for the study the questionnaires were mailed along with

self addressed stamped envelopes to all the respondents. Personal telephonic

resources and help from colleagues and Principal/Headmasters/Headmistresses were

sought to collect filled in questionnaires from respondents. The respondents of the

questionnaire were secondary school teachers, trained graduate teachers and students

of class X enrolled during the session 2013-15.The amendment in names of schools

were made by FGEIs Directorate vide No. 0409/01/ /77-FGEI (CPM) dated 23 June

2015 after data collection. Therefore, old and approved name of institutions are

mentioned in appendices.

The academic achievements of the learners were collected from annual result

gazette of SSC-I for the year 2014 from Board of Intermediate & Secondary

Education, H-8/4, Islamabad.

143

3.7 Analysis of Data

The analysis of data was made in the light of objectives in three steps (i)

arrangement of data in frequencies, (ii) tabulation and (iii) interpretation. Each option

in the five point Likert scale was calculated against every response. The academic

achievement record of sample was also arranged in grades as per grading procedure of

Federal Board of Intermediate and Secondary Education, Islamabad. Non parametric

statistical tests were used for analysis of non parametric data. Three statistical tests

were used for tabulation and interpretation of data i.e. (i) Chi Square test, (ii) Mann

Whitney U test and (iii) Median test. Chi Square test was used to find out association

between female secondary school teachers and girls of class X, similarly between

male secondary school teachers and boys of class X. Mann Whitney U Test is a non

parametric test which was used to explore the effect of first independent variable

classroom environment on academic achievement. Similarly, the effect of second

variable motivation and third variable teacher’s feedback were analyzed through

statistical technique of Mann Whitney U Test. Median Test is also a non parametric

test which was used to analyze the effect of two independent variables i.e. classroom

environment and motivation on academic achievement of secondary school students.

The same test was used to analyze the effect of classroom environment, teacher

feedback and motivation, teacher feedback on academic achievement of secondary

school students. The combined effect of all the variables on academic achievement

was also analyzed through Median Test.

Murphy (2012) has presented that chi square is a non-parametric test which is

used to determine the association or independence between the variables. It can also

be used to make the comparison between theoretical population and actual data. Chi

square test is a technique which is used to test the significance of association between

144

two variables. The basic requirement of test is only degree of freedom which can be

calculated with the help of following formula:

d.f = (C - 1) (r - 1)

Where C represents the number of columns and r denotes the number of rows. The

symbol of chi square is “𝝌2”. The following formula is used to test the significance of

association between the variables:

𝛘2 = ∑ (Oij – Eij)2

Eij

Where 𝑂𝑖𝑗 denotes the observed values and 𝐸𝑖𝑗 represents expected values in the

contingency table.

Zar (1998) has stated that Mann-Whiteny U test is a non-parametric test in

statistics. It is used to test the null hypothesis especially when the population is large.

Following steps are used to calculate the U value for acceptance or rejection of null

hypotheses:

i. All the observations are given numerical ranks 𝑅1 and 𝑅2 from

smallest to largest value for sample one and two respectively.

ii. Addition of ranks for sample one and two respectively.

iii. Calculation of 𝑈1 for sample one and 𝑈2 for sample two with the help

of following formula:

U1 = R1 - n1 (n1+ 1 )

2

Where 𝑛1 represents the sample size of first sample while 𝑅1 denotes

the sum of ranks for first sample.

Similarly,

U2 = 𝑅2 - 𝑛2 (𝑛2+ 1 )

2

145

Where 𝑛2 represents the sample size of the second sample while 𝑅2

denotes the sum of ranks for second sample.

iv. With the consultation of significance table the smaller value from 𝑈1

and U2 is used to test the significance level.

Chaudhry (1989) stated that the median test for two or more samples is a non

parametric test used to find the state of independent random samples, are taken from

populations with the same median. Median test is considered as special case of chi

square test for independence. The test is established on the principle that half of first

and second sample observation will be above and half of it will be below the median.

The following steps are used to check the state of hypothesis by using median test.

i. Combine and arrange all observations in ascending order.

ii. Calculate the median of combined observations.

iii. Calculate the number of observation above or below the median in

each sample.

iv. Formation of contingency table

v. Chi Square value is calculated with the help of contingency table.

vi. Compare calculated chi square value with the table value of chi square.

146

CHAPTER 4

DATA ANALYSIS

The focus of the present research was to study the effect of classroom

environment, motivation and teacher feedback as independent variables on academic

achievement of secondary school students. The present research was descriptive in

nature. The survey technique was used to collect the data for the study. This chapter

deals with presentation and interpretation of data analysis.

The respondents of the present study were both male and female secondary

school teachers and class X students. The data were collected through closed ended

questionnaires. This chapter of the study includes analysis and interpretation of the

data to investigate the effect of classroom environment, motivation and teacher

feedback on academic achievement of secondary school students in Pakistan. The

questionnaires for the female and male secondary school teachers consisted of 48

statements out of which six statements were about demographic data, fourteen

statements for first variable i.e. classroom environment, fourteen statements for

second variable i.e. motivation and fourteen statements for third variable i-e teacher

feedback. The data was collected on the basis of multistage sampling. Three

categories of schools large, medium and small were categorized on the basis of

number of students appeared in Secondary School Certificate (SSC-I) annual

examination 2014 from Federal Board of Intermediate and Secondary Education,

Islamabad. Eight thousand five hundred and ninty seven students were appeared in

large category schools, two thousand three hundred and eight students were appeared

in medium category schools while one thousand four hundred and forty two students

147

were appeared in small category schools. The detail analysis of the questionnaires is

given below:

4.1 Demographic Data Analysis

Demographic data of the present study includes response rates from large,

medium and small category schools, gender wise distribution of teachers and students,

academic and professional qualifications of teachers, teaching experience and

designation of teachers. The detail analysis of demographic data is given from table

4.1.1 to table 4.1.10.

Table 4.1.1 Response Rates from Large Category Schools

Respondents Sample Size Questionnaires Percentage of

Returned Responses

Female Teachers

Male Teachers

Boys of Class X

Girls of Class X

105

105

110

100

100

95

110

100

95.23

90.47

100

100

Table 4.1.1 shows that the percentage of the questionnaires returned from

female secondary school teachers was 95.23; male secondary school teachers 90.47,

boys and girls of class X were 100.

148

Table 4.1.2 Response Rate from Medium Category Schools


Returned Responses

Female Teachers

Male Teachers

Boys of Class X

Girls of Class X

60

60

50

50

55

57

50

47

91.66

95

100

94

Table 4.1.2 reflects that the questionnaires returned from female secondary

school teachers were 91.66%, male secondary school teachers were 95%, boys of

class X were 100 and girls of class X were 94.

Table 4.1.3 Response Rate from Small Category Schools


Returned Responses

Female Teachers

Male Teachers

Boys of Class X

Girls of Class X

25

25

55

55

22

22

54

45

88

88

98

81

Table 4.1.3 shows that the percentage of the questionnaires returned from

female and male secondary school teachers was 88, for boys of class X was 98 and for

girls of class X was 81.

149

Table 4.1.4 Overall Category wise Percentage

Category % age of Respondents Overall % age of Respondents

Large 96.42

Medium 95.16 93.44

Small 88.75

Table 4.1.4 shows that the combined percentage of the respondents of female

secondary school teachers, male secondary school teachers, boys and girls of class X

was 93.44.

Table 4.1.5 Gender wise Distribution of Secondary School Teachers

Categories Female Teachers Male Teachers

Large 100 95

Medium 95 57

Small 22 22

Total 177 174

Table 4.1.5 shows that the 177 female secondary school teachers and 174 male

secondary school teachers responded to the questionnaires delivered to them.

150

Table 4.1.6 Gender wise Distribution of Students

Categories Boys Girls

Large 110 100

Medium 50 47

Small 54 45

Total 214 192

Table 4.1.6 shows that the 214 boys of class X and 192 girls of class X

responded to the questionnaires delivered to them.

Table 4.1.7 Academic Qualifications of Teachers

Categories B.A/B.Sc. M.A/M.Sc. M.Phil./M.S. PhD

(Percent) (Percent) (Percent) (Percent)

Male Female Male Female Male Female Male Female

Large 14.36 18.07 37.41 38.41 02.87 - - -

Medium 06.89 10.16 24.13 20.38 01.72 0.56 - -

Small 01.72 01.69 09.19 10.73 01.14 - 0.57 -

Table 4.1.7 indicates that the 22.98% male and 29.94% female teachers are

Bachelor degree holders. The percentage of male and female teachers holding

M.A/M.Sc. degree is 70.68 and 69.49 respectively.

151

Table 4.1.8 Professional Qualification of Teachers

Categories B.Ed/B.S.Ed. M.Ed/M.S.Ed. M.Phil./M.S

(Percent) (Percent) (Percent)

Male Female Male Female Male Female

Large 29.88 41.24 24.76 15.25 - -

Medium 21.83 23.20 10.91 07.34 - 0.56

Small 04.59 06.77 06.89 5.64 01.14 -

Table 4.1.8 shows that the 56.32% male and 71.18% female teachers are

Bachelor of Education degree holders, The percentage of male and female teachers

holding Master of Education degree are 42.52 male and 28.24 respectively.

Table 4.1.9 Teaching Experience of Teachers

Categories 0-5 Years 6-10 Years 11-15 years More than 15 Years



Large 06.32 12.99 13.79 10.16 13.79 12.99 20.68 20.33

Medium 08.04 06.21 06.89 12.50 04.59 03.38 13.28 09.03

Small 02.29 02.82 04.02 02.82 01.72 01.69 04.59 05.08

_____________________________________________________________________

Table 4.1.9 indicates that the 16.66% male and 22.03% female teachers have

teaching experience 0-5 Years, 24.71% male and 25.42% female teachers have

teaching experience 6-10 Years, 18.07% female teacher and 20.11 male teachers have

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teaching experience 11-15 Years, 38.50% male teachers and 34.46% female teachers

have teaching experience more than 15 years.

Table 4.1.10 Designation of Teachers

Categories TUGT TGT SST AHM/VP



Large 06.89 05.08 22.41 18.07 24.13 33.33 01.14 -

Medium 04.02 01.69 16.15 18.14 10.91 10.16 01.72 01.12

Small 03.44 01.69 08.62 02.82 00.57 07.34 - 00.56

_____________________________________________________________________

Table 4.1.10 reflects that the 14.36% male and 22.03% female teachers are

Trained Under Graduate Teachers, 47.12% male and 38.98% female teachers are

Trained Graduate Teachers, 35.63% male and 50.84% female are Secondary School

Teachers.

Table 4.1.1 to table 4.1.6 are directly related to the study while table 4.1.7 to

table 4.1.10 are not related to the study and may be used for some other study.

4.2 Classroom Environment in Large Category Schools

The detail analysis of classroom environment in girls and boys secondary

schools along with overall classroom environment scores in large category is given

below:

4.2.1 Classroom Environment in Girls Schools of Large Category

The results of classroom environment in Girls secondary schools are presented

in the following tables.

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Table 4.2.1.1 Freedom for Educational Discussion in Classroom

Category SA A UD DA SDA Total 𝜒2

Female Teachers 70 29 01 00 00 100 18.17

Girls of Class X 49 39 00 06 06 100

Significance level 0.05

Table 4.2.1.1 specifies that the table value of chi square is 9.49 at 0.05 level of

significance by taking 4 degree of freedom while 18.17 was the calculated value of

chi square. The calculated value was greater than the table value. Therefore, the

expression of views “Freedom for Educational Discussion in Classroom” was not

accepted.

Table 4.2.1.2 Classroom Brightness


Female Teachers 51 39 03 06 01 100 2.54

Girls of Class X 55 33 03 05 04 100


Table 4.2.1.2 indicates that the table value of chi square is 9.49 at 0.05 level of

significance by taking 4 degree of freedom while 2.54 was the calculated value of chi

square. The calculated value was less than the table value. Therefore, the expression

of views “Classroom Brightness” was accepted.

Table 4.2.1.3 Enjoyable Environment of Classroom


Female Teachers 61 32 01 05 01 100 12.02

Girls of Class X 41 46 00 06 07 100


Table 4.2.1.3 denotes that the table value of chi square is 9.49 at level of

significance 0.05 by taking 4 degree of freedom while 12.02 was the calculated value

154

of chi square. The calculated value was greater than the table value. Therefore, the

expression of views “Enjoyable Environment of Classroom” was not accepted.

Table 4.2.1.4 Opportunity to Approach Students during Instruction


Female Teachers 65 29 03 03 00 100 8.30

Girls of Class X 81 18 01 00 00 100


Table 4.2.1.4 reflects that the table value of chi square is 9.49 at level of


of chi square. The calculated value was less than the table value. Therefore, the

expression of views “Opportunity to Approach Students during Instruction” was

accepted.

Table 4.2.1.5 Creativty in the Classroom


Female Teachers 37 47 10 05 01 100 31.68

Girls of Class X 34 34 00 14 18 100





expression of views “Creativty in the Classroom” was not accepted. It means that

above mentioned factor was available in classroom environment.

Table 4.2.1.6 Teaching Choice in Small and Large Classes


Female Teachers 33 40 10 16 01 100 21.52

Girls of Class X 49 30 00 12 09 100


155

Table 4.2.1.6 reveals that the table value of chi square is 9.49 at level of



expression of views “Teaching Choice in Small and Large Classes” was not accepted.

Table 4.2.1.7 Adequate Classroom Temperature


Female Teachers 32 31 09 19 09 100 20.08

Girls of Class X 24 22 00 34 20 100


Table 4.2.1.7 indicates that the table value of chi square is 9.49 at level of



expression of views “Adequate Classroom Temperature” was not accepted.

Table 4.2.1.8 Availability of Writing Board


Female Teachers 71 24 04 01 00 100 17.24

Girls of Class X 90 08 00 00 02 100


Table 4.2.1.8 declares that the table value of chi square is 9.49 at level of



expression of views “Availability of Writing Board” was not accepted.

Table 4.2.1.9 Height of Writing Board in Classroom


Female Teachers 64 32 02 02 00 100 4.42

Girls of Class X 72 26 00 01 01 100


156




expression of views “Height of Writing Board in Classroom” was accepted.

Table 4.2.1.10 Proper Guidance for Assignments/Homework


Female Teachers 57 33 05 05 00 100 13.51

Girls of Class X 55 30 00 07 08 100





expression of views “Proper Guidance for Assignment/Homework” was not accepted.

Table 4.2.1.11 Management of Classroom Discipline


Female Teachers 11 17 13 30 29 100 9.41

Girls of Class X 16 16 03 25 40 100





expression of views “Management of Classroom Discipline” was accepted.

Table 4.2.1.12 Probability of Rearranging Student Chairs


Female Teachers 36 54 05 04 01 100 20.70

Girls of Class X 46 34 00 10 10 100


157




expression of views “Probability of Rearranging Student Chairs” was not accepted.

Table 4.2.1.13 Information Technology in Classroom


Female Teachers 04 08 12 34 42 100 34.94

Girls of Class X 03 02 00 15 80 100





expression of views “Information Technology in Classroom” was not accepted.

Table 4.2.1.14 Delightful Seating Arrangement


Female Teachers 34 41 03 15 07 100 13.96

Girls of Class X 21 40 00 17 22 100





expression of views “Delightful Seating Arrangement” was not accepted.

4.2.2 Classroom Environment in Boys Schools of Large Category

The results of classroom environment in Boys secondary schools are presented


158



Male Teachers 45 45 00 04 01 95 6.13

Boys of Class X 52 44 03 05 06 110





expression of views “Freedom for Educational Discussion in Classroom” was

accepted.



Male Teachers 37 37 02 15 04 95 15.27

Boys of Class X 71 30 01 06 02 110





expression of views “Classroom Brightness” was not accepted.



Male Teachers 27 48 03 12 05 95 11.80

Boys of Class X 48 33 09 11 09 110




159


expression of views “Enjoyable Environment of Classroom” was not accepted.



Male Teachers 39 48 07 01 00 95 32.51

Boys of Class X 82 22 01 01 04 110


Table 4.2.2.4 mentions that the table value of chi square is 9.49 at level of



expression of views “Opportunity to Approach Students during Instruction” was not

accepted.



Male Teachers 15 47 14 16 03 95 20.46

Boys of Class X 43 26 15 19 07 110


Table 4.2.2.5 testifies that the table value of chi square is 9.49 at level of







Male Teachers 49 25 05 13 03 95 5.52

Boys of Class X 64 30 06 05 05 110


160




expression of views “Teaching Choice in Small and Large Classes” was accepted.



Male Teachers 16 31 08 32 08 95 9.50

Boys of Class X 38 27 05 29 11 110





expression of views “Adequate Classroom Temperature” was not accepted.



Male Teachers 59 32 00 03 01 95 20.86

Boys of Class X 96 13 01 00 00 110








Male Teachers 49 42 00 04 00 95 10.74

Boys of Class X 81 27 00 02 00 110


161

Table 4.2.2.9 specifies that the table value of chi square is 9.49 at level of



expression of views “Height of Writing Board in Classroom” was not accepted.



Male Teachers 32 56 04 03 00 95 11.97

Boys of Class X 49 44 04 06 07 110





expression of views “Proper Guidance for Assignment/Homework” was not accepted.



Male Teachers 00 25 21 38 11 95 88.42

Boys of Class X 50 42 11 06 01 110





expression of views “Management of Classroom Discipline” was not accepted.



Male Teachers 32 52 03 07 01 95 26.46

Boys of Class X 51 25 12 13 09 110


162







Male Teachers 03 07 13 43 32 95 20.14

Boys of Class X 03 07 13 20 67 110








Male Teachers 19 55 08 11 02 95 15.88

Boys of Class X 43 38 08 12 09 110






163

Table 4.2.2.15 Overall Classroom Environment Scores in Large Category

Schools


Female Teachers 626 456 81 145 92 1400

Girls of Class X 636 378 07 152 227 1400 328.44

Male Teachers 419 550 88 202 71 1330

Boys of Class X 771 408 89 135 137 1540



significance 0.05 by taking 12 degree of freedom while 328.44 was the calculated

vale of chi square. The calculated value was much greater than the table value.

Therefore, hypothesis 𝐻01 in large category schools that “there is no association

between overall classroom environment scores of male and female”, was not

accepted.

4.3 Motivation in Large Category Schools

The detail analysis of motivation in girls and boys secondary schools along

with overall motivation scores in large category is given below:

4.3.1 Motivation in Girls Schools of Large Category

The results of motivation in Girls secondary schools are presented in the

following tables.

Table 4.3.1.1 Exploration of Natural Talent


Female Teachers 56 39 00 05 00 100 6.40

Girls of Class X 50 35 00 12 03 100


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expression of views “Exploration of Natural Talent” was accepted.

Table 4.3.1.2 Expectations to Achieve High Grades from Students


Female Teachers 53 43 01 03 00 100 8.40

Girls of Class X 59 30 00 10 01 100





expression of views “Expectations to Achieve High Grades from Students” was

accepted.

Table 4.3.1.3 Creating Interest for Learning


Female Teachers 57 39 01 03 00 100 5.65

Girls of Class X 69 27 02 01 01 100


Table 4.3.1.3 stipulates that the table value of chi square is 9.49 at level of



expression of views “Creating Interest for Learning” was accepted.

Table 4.3.1.4 Student’s Desire for Learning with Interest


Female Teachers 49 45 01 05 00 100 8.18

Girls of Class X 47 35 02 13 03 100


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expression of views “Student’s Desire for Learning with Interest” was accepted.

Table 4.3.1.5 Student’s Control and Use of Emotions for Learning


Female Teachers 50 40 01 08 01 100 4.78

Girls of Class X 39 45 00 15 01 100





expression of views “Student’s Control and Use of Emotions for Learning” was

accepted.

Table 4.3.1.6 Praise of Students during Learning Process


Female Teachers 60 35 01 04 00 100 9.92

Girls of Class X 50 34 00 12 04 100





expression of views “Praise of Students during Learning Process” was not accepted.

Table 4.3.1.7 Encouragement of Students towards Problem Solving


Female Teachers 66 33 00 01 00 100 3.80

Girls of Class X 56 40 02 02 00 100


166




expression of views “Encouragement of Students towards Problem Solving” was

accepted.

Table 4.3.1.8 Extrinsic Motivation through Computers and Internet to Achieve

High Grades


Female Teachers 33 40 11 11 05 100 5.03

Girls of Class X 30 32 09 19 10 100


Table 4.13.8 denotes that the table value of chi square is 9.49 at level of



expression of views “Extrinsic Motivation through Computers and Internet to Achieve

High Grades” was accepted.

Table 4.3.1.9 Appreciation of Group Work of Students


Female Teachers 47 43 01 09 00 100 25.18

Girls of Class X 29 32 01 30 08 100


Table 4.3.1.9 represents that the table value of chi square is 9.49 at level of



expression of views “Appreciation of Group Work of Students” was not accepted.

167

Table 4.3.1.10 Highly Motivated Students Achieve High Grades


Female Teachers 66 32 01 01 00 100 3.23

Girls of Class X 67 27 04 01 01 100





expression of views “Highly Motivated Students Achieve High Grades” was

accepted.

Table 4.3.1.11 Low Motivated Students Achieve Low Performance Level


Female Teachers 38 42 06 14 00 100 9.40

Girls of Class X 55 27 03 13 02 100





expression of views “Low Motivated Students Achieve Low Performance Level” was

accepted.

Table 4.3.1.12 Achievement of High Grades due to Extrinsic Motivation


Female Teachers 59 33 00 08 00 100 12.18

Girls of Class X 45 31 03 17 04 100





168

expression of views “Achievement of High Grades due to Extrinsic Motivation” was

not accepted.

Table 4.3.1.13 Intrinsic Motivation towards Learning through Stories


Female Teachers 53 40 03 04 00 100 13.73

Girls of Class X 51 31 00 14 04 100





expression of views “Intrinsic Motivation towards Learning through Stories” was not

accepted.

Table 4.3.1.14 Intrinsic Motivation through Personality of Teacher


Female Teachers 67 30 01 02 00 100 9.65

Girls of Class X 55 33 00 10 02 100





expression of views “Intrinsic Motivation through Personality of Teacher” was not

accepted.

4.3.2 Motivation in Boys Schools of Large Category


following tables.

169



Male Teachers 42 51 02 00 00 95 30.04

Boys of Class X 48 36 00 16 10 110





expression of views “Exploration of Natural Talent” was not accepted.



Male Teachers 50 41 03 01 00 95 7.12

Boys of Class X 64 34 04 05 03 110


Table 4.3.2.2 explains that the table value of chi square is 9.49 at level of




accepted.



Male Teachers 49 45 01 00 00 95 9.29

Boys of Class X 63 38 01 02 06 110




170





Male Teachers 38 47 00 10 00 95 28.08

Boys of Class X 34 31 05 28 12 110





expression of views “Student’s Desire for Learning with Interest” was not accepted.



male Teachers 31 58 05 00 01 95 34.99

Boys of Class X 52 32 02 20 04 110





expression of views “Student’s Control and Use of Emotions for Learning” was not

accepted.



Male Teachers 40 50 00 05 00 95 15.83

Boys of Class X 36 47 02 17 08 110




171


expression of views “Praise of Students during Learning Process” was not accepted.



Male Teachers 49 42 00 04 00 95 13.16

Boys of Class X 49 44 06 03 08 110





expression of views “Encouragement of Students towards Problem Solving” was not

accepted.


High Grades


Male Teachers 19 39 06 23 08 95 12.95

Boys of Class X 27 21 07 37 18 110






High Grades” was not accepted.



Male Teachers 37 44 06 08 00 95 26.25

Boys of Class X 34 28 10 22 16 110


172







Male Teachers 56 32 00 07 00 95 14.12

Boys of Class X 84 20 02 02 02 110





expression of views “Highly Motivated Students Achieve High Grades” was not

accepted.



Male Teachers 35 50 00 10 00 95 26.17

Boys of Class X 59 30 08 06 07 110






not accepted.

173



Male Teachers 50 40 00 04 01 95 37.42

Boys of Class X 40 24 03 29 14 110






not accepted.



Male Teachers 40 49 00 06 00 95 15.04

Boys of Class X 46 38 00 17 09 110





expression of views “Intrinsic Motivation towards Learning through Stories” was not

accepted.



Male Teachers 47 41 00 06 01 95 3.05

Boys of Class X 53 41 00 12 04 110




174


expression of views “Intrinsic Motivation through Personality of Teacher” was

accepted.

Table 4.3.2.15 Overall Motivation Scores in Large Category Schools


Female Teachers 754 534 28 78 06 1400

Girls of Class X 702 459 26 169 44 1400 333.98

Male Teachers 583 629 23 84 11 1330

Boys of Class X 689 464 50 216 121 1540





Therefore, hypothesis 𝐻02 in large category schools that “there is no association

between overall motivation scores of male and female”, was not accepted.

4.4 Teacher Feedback in Large Category Schools

The detail analysis of teacher feedback in girls and boys secondary schools

along with overall teacher feedback scores in large category is given below:

4.4.1 Teacher Feedback in Girls Schools of Large Category



Table 4.4.1.1 Understanding Teacher’s Gestures during Teaching


Female Teachers 31 21 02 20 26 100 9.52

Girls of Class X 16 24 00 31 29 100


175




expression of views “Understanding Teacher’s Gestures during Teaching” was not

accepted.

Table 4.4.1.2 Improvements in Teaching Learning due to Students Feelings



Female Teachers 37 15 02 20 26 100 13.55

Girls of Class X 21 33 00 23 23 100

Significant df=4 Table value of 𝜒2 at 0.05 level=9.49




expression of views “Improvements in Teaching Learning due to Students Feelings

about Teacher Feedback” was not accepted.

Table 4.4.1.3 Views about Teacher’s Comments being Helpful Feedback


Female Teachers 12 15 00 43 30 100 26.61

Girls of Class X 07 05 06 24 58 100





expression of views “View’s about Teacher’s Comments being Helpful Feedback”

was not accepted.

176

Table 4.4.1.4 Awareness of Students about Objectives of the Lesson


Female Teachers 27 21 00 23 29 100 14.56

Girls of Class X 28 27 05 29 11 100





expression of views “Awareness of Students about Objectives of Lesson” was not

accepted.

Table 4.4.1.5 Provision of Immediate Feedback to Students on their Mistakes


Female Teachers 27 18 00 25 30 100 14.26

Girls of Class X 42 17 02 28 11 100


Table 4.4.1.5 that the table value of chi square is 9.49 at level of significance

0.05 by taking 4 degree of freedom while 14.26 was the calculated value of chi

square. The calculated value was greater than the table value. Therefore, the

expression of views “Provision of Immediate Feedback to Students on their Mistakes”

was not accepted.

Table 4.4.1.6 Usefulness of Written Feedback on Assignments/Homework


Female Teachers 32 21 02 24 21 100 6.94

Girls of Class X 33 24 08 24 11 100




177


expression of views “Usefulness of Written Feedback on Assignments/Homework”

was accepted.

Table 4.4.1.7 Verbal Feedback about Content related Questions during

Teaching


Female Teachers 28 20 02 30 20 100 6.43

Girls of Class X 39 26 02 22 11 100





expression of views “Verbal Feedback about Content related Questions during

Teaching” was accepted.

Table 4.4.1.8 Importance of Verbal Feedback during Classroom Discussion


Female Teachers 35 21 03 21 20 100 6.76

Girls of Class X 38 16 10 24 12 100





expression of views “Importance of Verbal Feedback during Classroom Discussion”

was accepted.

Table 4.4.1.9 Focus of Teacher Feedback as per Individual Differences of

Learners


Female Teachers 21 31 04 22 22 100 20.71

Girls of Class X 28 40 14 05 13 100


178




expression of views “Focus of Teacher Feedback as per Individual Differences of

Learners” was not accepted.

Table 4.4.1.10 Students Liking to Read and Follow Teacher’s Written Feedback


Female Teachers 20 34 00 20 26 100 4.44

Girls of Class X 31 25 00 23 21 100





expression of views “Students Liking to Read and Follow Teacher’s Written

Feedback” was accepted.

Table 4.4.1.11 Teacher’s Feedback Reducing Cognitive Load of Students


Female Teachers 14 28 00 25 33 100 20.16

Girls of Class X 29 37 00 25 09 100





expression of views “Teacher’s Feedback Reducing Cognitive Load of Students” was

not accepted.

179

Table 4.4.1.12 Presentation of Present and Earlier Weaknesses in Summative

Feedback


Female Teachers 14 47 03 36 00 100 28.99

Girls of Class X 25 31 00 26 18 100





expression of views “Presentation of Present and Earlier Weaknesses in Summative

Feedback” was not accepted.

Table 4.4.1.13 Improvements in Writing Skill with Teacher Feedback


Female Teachers 17 59 02 22 00 100 56.66

Girls of Class X 57 37 00 00 06 100





expression of views “Improvements in Writing Skill with Teacher Feedback” was not

accepted.

Table 4.4.1.14 Solution of Behavioral Problems with Teacher Feedback


Female Teachers 25 53 01 21 00 100 38.78

Girls of Class X 49 40 00 01 10 100





180

expression of views “Solution of Behavioral Problems with Teacher Feedback” was

not accepted.

4.4.2 Teacher Feedback in Boys Schools of Large Category





Male Teachers 15 43 00 10 27 95 10.99

Boys of Class X 16 39 00 32 23 110






accepted.




Male Teachers 24 31 00 11 29 95 21.48

Boys of Class X 22 46 00 32 10 110



significance 0.05 by taking 4 degree of freedom while 21.48 was the calculated vale




181



Male Teachers 12 24 00 38 21 95 35.56

Boys of Class X 15 08 00 21 66 110





expression of views “Views about Teacher’s Comments being Helpful Feedback” was

not accepted.



Male Teachers 10 46 00 13 26 95 15.40

Boys of Class X 24 33 00 32 21 110





expression of views “Awareness of Students about Objectives of the Lesson” was not

accepted.



Male Teachers 06 34 06 19 30 95 36.96

Boys of Class X 29 33 04 38 06 110




182



was not accepted.



Male Teachers 26 32 00 12 25 95 9.51

Boys of Class X 33 34 02 26 15 110






was not accepted.


Teaching


Male Teachers 33 26 05 11 20 95 21.07

Boys of Class X 31 40 03 31 05 110






Teaching” was not accepted.



Male Teachers 27 34 03 11 20 95 23.95

Boys of Class X 29 45 10 24 02 110


183





was not accepted.


Learners


Male Teachers 32 27 00 10 26 95 17.15

Boys of Class X 17 28 00 30 35 110









Male Teachers 09 36 01 19 30 95 17.64

Boys of Class X 24 32 00 38 16 110







184



Male Teachers 23 32 00 03 37 95 56.14

Boys of Class X 23 43 04 35 05 110






not accepted.


Feedback


Male Teachers 30 41 00 05 19 95 14.14

Boys of Class X 30 33 00 26 21 110









Male Teachers 33 52 06 04 00 95 23.55

Boys of Class X 34 41 03 25 07 110




185


expression of views “Improvements in Writing Skill with Teacher Feedback” was not

accepted.



Male Teachers 42 49 00 00 04 95 43.28

Boys of Class X 27 35 01 26 21 110






not accepted.

Table 4.4.2.15 Overall Teacher Feedback Scores in Large Category Schools


Female Teachers 340 404 21 352 283 1400

Girls of Class X 343 382 47 385 243 1400 157.78

Male Teachers 322 507 21 166 314 1330

Boys of Class X 354 490 27 416 253 1540





Therefore, hypothesis 𝐻03 in the large category schools that “there is no association

between overall teacher feedback scores of male and female”, was not accepted.

186

4.5 Classroom Environment in Medium Category Schools


schools along with overall classroom environment scores in medium category is given

below:

4.5.1 Classroom Environment in Girls Schools of Medium Category





Female Teachers 30 19 06 00 00 55 8.11

Girls of Class X 33 09 02 00 03 47






accepted.



Female Teachers 28 18 01 08 00 55 7.56

Girls of Class X 22 17 04 02 02 47





expression of views “Classroom Brightness” was accepted.

187



Female Teachers 22 21 09 03 00 55 8.22

Girls of Class X 27 09 04 07 00 47





expression of views “Enjoyable Environment of Classroom” was accepted.



Female Teachers 25 25 01 03 01 55 7.95

Girls of Class X 32 09 01 04 01 47






accepted.



Female Teachers 16 31 04 04 00 55 17.40

Girls of Class X 24 09 05 05 04 47





188





Female Teachers 23 13 04 12 03 55 7.51

Girls of Class X 26 11 06 02 02 47








Female Teachers 14 20 02 13 06 55 7.67

Girls of Class X 14 11 08 12 02 47





expression of views “Adequate Classroom Temperature” was accepted.



Female Teachers 26 24 02 00 03 55 15.18

Girls of Class X 34 07 01 04 01 47


Table 4.5.1.8 shows that the table value of chi square is 9.49 at level of


189





Female Teachers 26 22 02 03 02 55 3.15

Girls of Class X 30 12 01 02 02 47








Female Teachers 26 25 02 01 01 55 6.28

Girls of Class X 16 20 08 01 02 47





expression of views “Proper Guidance for Assignments/Homework” was accepted.



Female Teachers 07 22 06 13 07 55 21.44

Girls of Class X 24 07 05 04 07 47




190





Female Teachers 24 21 08 02 00 55 11.45

Girls of Class X 25 13 01 04 04 47








Female Teachers 06 11 12 17 09 55 11.01

Girls of Class X 11 06 06 07 17 47








Female Teachers 13 28 06 06 02 55 15.65

Girls of Class X 25 12 02 02 06 47






191

4.5.2 Classroom Environment in Boys Schools of Medium Category

The results of classroom environment in Boys secondary schools are presented




Male Teachers 29 19 02 07 00 57 5.50

Boys of Class X 31 14 01 02 02 50






accepted.



Male Teachers 25 22 04 05 01 57 15.89

Boys of Class X 40 08 00 02 00 50





statement “Classroom Brightness” was not accepted.



Male Teachers 22 24 04 06 01 57 7.56

Boys of Class X 26 22 00 01 01 50


192







Male Teachers 29 16 08 04 00 57 14.74

Boys of Class X 38 11 00 00 01 50





expression of views “Opportunity to Approach Students during Instruction” was not

accepted.



Male Teachers 17 26 04 09 01 57 2.26

Boys of Class X 15 22 05 05 03 50





expression of views “Creativty in the Classroom” was accepted. It means that above

mentioned factor was not available in classroom environment.

193



Male Teachers 22 22 03 09 01 57 10.03

Boys of Class X 27 08 04 06 05 50








Male Teachers 16 11 03 14 13 57 4.59

Boys of Class X 11 18 04 09 08 50



significance 0.05 by taking 4 degree of freedom while 4.59 was the calculated vale of

chi square. The calculated value was less than the table value. Therefore, the

statement “Adequate Classroom Temperature” was accepted.



Male Teachers 36 19 00 01 01 57 17.13

Boys of Class X 48 02 00 00 00 50






194



Male Teachers 34 20 02 01 00 57 5.09

Boys of Class X 39 09 02 00 00 50








Male Teachers 18 25 03 10 01 57 8.73

Boys of Class X 22 20 05 01 02 50





statement “Proper Guidance for Assignments/Homework” was accepted.



Male Teachers 10 19 03 14 11 57 16.18

Boys of Class X 24 17 02 05 02 50






195



Male Teachers 19 21 01 12 04 57 2.89

Boys of Class X 11 22 03 10 04 50





expression of views “Probability of Re arranging Student Chairs” was accepted.



Male Teachers 04 14 08 14 17 57 21.15

Boys of Class X 02 01 03 09 35 50








Male Teachers 13 26 02 15 01 57 12.08

Boys of Class X 26 18 01 04 01 50






196

Table 4.5.2.15 Overall Classroom Environment Scores in Medium Category

Schools


Female Teachers 286 300 65 85 34 770

Girls of Class X 343 152 54 56 53 658 121.67

Male Teachers 294 284 47 121 52 798

Boys of Class X 360 192 30 54 64 700





Therefore, hypothesis 𝐻01 in medium category schools that “there is no association

between overall classroom environment scores of male and female”, was not

accepted.

4.6 Motivation in Medium Category Schools


with overall motivation scores in medium category is given below:

4.6.1 Motivation in Girls Schools of Medium Category





Female Teachers 12 27 01 01 14 55 10.77

Girls of Class X 10 15 10 01 11 47




197


expression of views “Exploration of Natural Talent” was not accepted.



Female Teachers 16 22 01 06 10 55 6.77

Girls of Class X 17 11 03 02 14 47






accepted.



Female Teachers 21 20 01 03 10 55 4.42

Girls of Class X 19 10 03 02 13 47








Female Teachers 20 21 03 01 10 55 2.03

Girls of Class X 15 14 04 01 13 47




198


expression of views “Student’s Desire for Learning with Interest” was accepted.



Female Teachers 15 24 03 03 10 55 6.01

Girls of Class X 08 16 02 08 13 47






accepted.



Female Teachers 18 21 02 02 12 55 7.94

Girls of Class X 14 08 03 02 20 47





expression of views “Praise of Students during Learning Process” was accepted.



Female Teachers 19 22 03 00 11 55 8.72

Girls of Class X 06 22 05 02 12 47




199


expression of views “Encouragement of Students towards Problem Solving” was

accepted.


High Grades


Female Teachers 07 25 08 05 10 55 7.17

Girls of Class X 07 10 08 07 15 47









Female Teachers 10 27 04 04 10 55 10.91

Girls of Class X 11 09 05 09 13 47








Female Teachers 12 24 06 02 11 55 25.14

Girls of Class X 26 03 01 03 14 47


200





accepted.



Female Teachers 15 22 10 07 01 55 7.77

Girls of Class X 24 14 04 03 02 47






accepted.



Female Teachers 24 23 08 00 00 55 6.51

Girls of Class X 17 17 08 05 00 47






accepted.

201



Female Teachers 14 28 09 02 02 55 4.08

Girls of Class X 19 21 06 00 01 47





expression of views “Intrinsic Motivation towards Learning through Stories” was

accepted.



Female Teachers 21 20 10 01 03 55 5.59

Girls of Class X 18 15 05 06 03 47






accepted.

4.6.2 Motivation in Boys Schools of Medium Category


following tables.

202



Male Teachers 18 26 03 00 10 57 1.79

Boys of Class X 14 19 03 00 14 50





expression of views “Exploration of Natural Talent” was accepted.



Male Teachers 16 23 03 05 10 57 9.41

Boys of Class X 25 14 00 01 10 50






accepted.



Male Teachers 18 27 00 02 10 57 4.59

Boys of Class X 21 18 01 00 10 50




203





Male Teachers 19 20 04 03 11 57 2.34

Boys of Class X 16 15 07 01 11 50


Table 4.6.2.4 reflects that the calculated vale of 𝝌2 was found to be 2.34,

which is less than the table value of 𝝌2 at 0.05 level of significance by taking 4 degree

of freedom. Hence, the statement “Student’s Desire for Learning with Interest” was

accepted.



Male Teachers 09 30 04 04 10 57 1.71

Boys of Class X 06 23 05 03 13 50






accepted.



Male Teachers 08 32 04 03 10 57 1.89

Boys of Class X 06 23 06 03 12 50




204


expression of views “Praise of Students during Learning Process” was accepted.



Male Teachers 10 31 06 00 10 57 10.13

Boys of Class X 14 19 02 05 10 50





expression of views “Encouragement of Students towards Problem Solving” was not

accepted.


High Grades


Male Teachers 01 28 04 14 10 57 18.52

Boys of Class X 10 13 06 05 16 50






High Grades” was not accepted.



Male Teachers 13 29 03 02 10 57 16.92

Boys of Class X 08 10 08 07 17 50


205







Male Teachers 26 17 01 03 10 57 10.19

Boys of Class X 34 05 01 00 10 50






accepted.



Male Teachers 13 28 06 06 04 57 21.09

Boys of Class X 33 12 03 01 01 50






not accepted.



Male Teachers 23 27 00 06 01 57 13.58

Boys of Class X 18 18 06 02 06 50


206





not accepted.



Male Teachers 26 27 03 01 00 57 8.72

Boys of Class X 21 16 06 04 03 50





expression of views “Intrinsic Motivation towards Learning through Stories” was

accepted.



Male Teachers 30 25 01 01 00 57 5.73

Boys of Class X 32 14 03 00 01 50






accepted.

207

Table 4.6.2.15 Overall Motivation Scores in Medium Category Schools


Female Teachers 224 326 69 37 114 770

Girls of Class X 211 185 67 51 144 658 93.49

Male Teachers 230 370 42 50 106 798

Boys of Class X 258 219 57 32 134 700




of chi square. The calculated value was greater than the table value. Therefore,

hypothesis 𝐻02 in medium category schools that “there is no association between

overall motivation scores of male and female”, was not accepted.

4.7 Teacher Feedback in Medium Category Schools


along with overall teacher feedback scores in medium category is given below:

4.7.1 Teacher Feedback in Girls Schools of Medium Category

The results of teacher feedback in Girls secondary schools are presented in the

following tables.



Female Teachers 13 30 09 03 00 55 9.57

Girls of Class X 19 14 09 02 03 47





208


accepted.




Female Teachers 22 25 03 04 01 55 5.06

Girls of Class X 23 18 05 00 01 47






about Teacher Feedback” was accepted.



Female Teachers 14 17 10 08 06 55 2.59

Girls of Class X 11 14 08 04 10 47






accepted.



Female Teachers 17 27 05 05 01 55 7.82

Girls of Class X 20 11 07 06 03 47


209




expression of views “Awareness of Students about Objectives of the Lesson” was

accepted.



Female Teachers 21 21 06 07 00 55 2.76

Girls of Class X 20 16 07 03 01 47






was accepted.



Female Teachers 22 23 02 03 05 55 3.42

Girls of Class X 22 16 05 02 02 47






was accepted.

210


Teaching


Female Teachers 23 26 01 02 03 55 4.11

Girls of Class X 19 21 04 00 03 47









Female Teachers 29 16 05 01 04 55 3.13

Girls of Class X 21 16 07 02 01 47






was accepted.


Learners


Female Teachers 24 27 01 01 02 55 11.14

Girls of Class X 20 13 06 05 03 47


211








Female Teachers 20 30 02 03 00 55 7.52

Girls of Class X 15 19 07 04 02 47









Female Teachers 21 20 11 03 00 55 15.91

Girls of Class X 26 15 00 02 04 47






not accepted.

212


Feedback


Female Teachers 27 24 01 03 00 55 14.70

Girls of Class X 25 10 09 01 02 47









Female Teachers 25 23 06 00 01 55 9.01

Girls of Class X 25 13 02 03 04 47





expression of views “Improvements in Writing Skill with Teacher Feedback” was

accepted.



Female Teachers 25 26 02 01 01 55 19.60

Girls of Class X 25 06 07 07 02 47





213


not accepted.

4.7.2 Teacher Feedback in Boys Schools of Medium Category

The results of teacher feedback in Boys secondary schools are presented in the

following tables.



Male Teachers 18 28 03 07 01 57 4.74

Boys of Class X 21 20 01 04 04 50


Table 4.7.2.1 shows that the calculated vale of 𝝌2 was found to be 4.74, which

is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of

freedom. Hence, the statement “Understanding Teacher’s Gestures during Teaching”

was accepted.


About Teacher Feedback


Male Teachers 17 37 00 00 03 57 10.19

Boys of Class X 24 21 02 02 01 50







214



Male Teachers 04 19 06 16 12 57 8.77

Boys of Class X 08 12 13 07 10 50






accepted.



Male Teachers 18 33 01 05 00 57 19.12

Boys of Class X 24 13 05 02 06 50





expression of views “Awareness of Students about Objectives of the Lesson” was not

accepted.



Male Teachers 13 31 10 02 01 57 13.27

Boys of Class X 28 17 03 01 01 50





215


was not accepted.



Male Teachers 26 27 03 01 00 57 3.03

Boys of Class X 21 20 07 02 00 50






was accepted.


Teaching


Male Teachers 27 27 03 00 00 57 15.01

Boys of Class X 33 10 01 01 05 50






Teaching” was not accepted.



Male Teachers 22 33 02 00 00 57 3.54

Boys of Class X 22 23 03 02 00 50


216





was accepted.


Learners


Male Teachers 22 29 05 01 00 57 10.51

Boys of Class X 13 21 07 03 06 50


Table 4.7.2.9 represents that the calculated vale of 𝝌2 was found to be 10.51,

which is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4

degree of freedom. Hence, the statement “Focus of Teacher Feedback as per

Individual Differences of Learners” was not accepted.



Male Teachers 18 21 14 04 00 57 4.28

Boys of Class X 22 19 05 04 00 50







217



Male Teachers 18 27 08 04 00 57 12.03

Boys of Class X 29 14 02 03 02 50






not accepted.


Feedback


Male Teachers 23 26 04 01 03 57 10.93

Boys of Class X 34 10 05 00 01 50









Male Teachers 23 19 10 04 01 57 5.68

Boys of Class X 30 14 03 02 01 50




218



accepted.



Male Teachers 24 31 02 00 00 57 8.88

Boys of Class X 25 17 03 01 04 50






accepted.

Table 4.7.2.15 Overall Teacher Feedback Scores in Medium Category Schools


Female Teachers 303 335 64 44 24 770

Girls of Class X 291 202 83 41 41 658 86.27

Male Teachers 273 388 71 45 21 798

Boys of Class X 334 231 60 34 41 700





hypothesis 𝐻03 in the medium category schools that “there is no association between

overall teacher feedback scores of male and female”, was not accepted.

4.8 Classroom Environment Small Category Schools


schools along with overall teacher feedback scores in small category is given below:

219

4.8.1 Classroom Environment in Girls Schools of Small Category





Female Teachers 10 10 01 01 00 22 4.61

Girls of Class X 23 11 03 04 04 45






accepted.



Female Teachers 09 09 01 03 00 22 5.27

Girls of Class X 30 10 02 03 00 45








Female Teachers 08 13 01 00 00 22 8.39

Girls of Class X 23 12 03 02 05 45


220







Female Teachers 12 08 00 01 01 22 5.31

Girls of Class X 31 13 01 00 00 45






accepted.



Female Teachers 05 14 00 01 02 22 7.67

Girls of Class X 16 15 06 05 03 45







221



Female Teachers 10 07 01 02 02 22 4.28

Girls of Class X 31 09 02 01 02 45








Female Teachers 07 08 01 03 03 22 3.25

Girls of Class X 08 13 05 11 08 45








Female Teachers 13 08 01 00 00 22 2.88

Girls of Class X 34 11 00 00 00 45





expression of views “Availability of Writing Board” was accepted.

222



Female Teachers 14 08 00 00 00 22 1.18

Girls of Class X 25 18 01 01 00 45








Female Teachers 09 11 01 00 01 22 2.05

Girls of Class X 22 16 02 02 03 45








Female Teachers 07 05 00 06 04 22 4.19

Girls of Class X 10 11 07 10 07 45





expression of views “Management of Classroom Discipline” was accepted.

223



Female Teachers 07 12 01 00 02 22 8.59

Girls of Class X 27 10 02 03 03 45








Female Teachers 03 06 02 05 06 22 11.81

Girls of Class X 04 06 02 02 31 45








Female Teachers 07 14 00 01 00 22 12.85

Girls of Class X 19 11 07 02 06 45






224

4.8.2 Classroom Environment in Boys Schools of Small Category


following tables.



Male Teachers 13 08 01 00 00 22 3.15

Boys of Class X 36 11 04 02 01 54






accepted.



Male Teachers 12 09 01 00 00 22 8.11

Boys of Class X 37 08 02 06 01 54








Male Teachers 13 08 01 00 00 22 10.81

Boys of Class X 19 12 08 12 03 54


225

Table 4.8.2.3 explains the calculated vale of 𝝌2 was found to be 10.81, which

is greater than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of

freedom. Hence, the statement “Enjoyable Environment of Classroom” was not

accepted.



Male Teachers 12 10 00 00 00 22 3.25

Boys of Class X 38 14 01 01 00 54






accepted.



Male Teachers 09 09 01 03 00 22 2.39

Boys of Class X 18 18 08 09 01 54







226



Male Teachers 07 12 00 02 01 22 10.87

Boys of Class X 28 13 04 01 08 54








Male Teachers 06 10 01 05 00 22 5.74

Boys of Class X 17 13 05 12 07 54








Male Teachers 10 10 02 00 00 22 8.02

Boys of Class X 42 11 01 00 00 54





expression of views “Availability of Writing Board” was accepted.

227



Male Teachers 09 11 02 00 00 22 16.45

Boys of Class X 44 06 02 02 00 54





expression of views “Height of Writing Board in Classroom” was not accepted.



Male Teachers 12 09 01 00 00 22 1.88

Boys of Class X 23 25 03 03 00 54








Male Teachers 03 05 06 04 04 22 17.22

Boys of Class X 30 13 05 01 05 54






228



Male Teachers 09 10 02 01 00 22 4.21

Boys of Class X 19 18 05 04 08 54





expression of views “Probability of Rearranging Student Chairs” was accepted.



Male Teachers 04 03 05 07 03 22 21.14

Boys of Class X 07 06 02 04 35 54





statement “Information Technology in Classroom” was not accepted.



Male Teachers 06 10 01 05 00 22 8.87

Boys of Class X 19 12 07 07 09 54





expression of views “Delightful Seating Arrangement” was accepted.

229

Table 4.8.2.15 Overall Classroom Environment Scores in Small Category

Schools


Female Teachers 121 133 10 23 21 308

Girls of Class X 303 166 43 46 72 630 78.04

Male Teachers 125 124 24 27 08 308

Boys of Class X 377 180 57 64 78 756





hypothesis 𝐻01 in small category schools that “there is no association between overall

classroom environment scores of male and female”, was not accepted.

4.9 Motivation in Small Category Schools


with overall motivation scores in small category is given below:

4.9.1 Motivation in Girls Schools of Small Category


following tables.



Female Teachers 03 02 00 07 10 22 2.88

Girls of Class X 07 02 03 18 15 45




230


statement “Exploration of Natural Talent” was accepted.



Female Teachers 03 03 00 06 10 22 12.58

Girls of Class X 15 00 02 18 10 45





statement “Expectations to Achieve High Grades from Students” was not accepted.



Female Teachers 04 02 00 06 10 22 5.81

Girls of Class X 13 02 03 17 10 45








Female Teachers 07 05 02 08 00 22 15.43

Girls of Class X 07 01 06 18 13 45




231


expression of views “Student’s Desire for Learning with Interest” was not accepted.



Female Teachers 10 02 02 08 00 22 11.19

Girls of Class X 10 01 03 17 14 45





expression of views “Student’s Control and Use of Emotions for Learning” was not

accepted.



Female Teachers 03 02 00 07 10 22 9.89

Girls of Class X 08 00 08 17 12 45


Table 4.9.1.6 declares that the calculated vale of 𝝌2 was found to be 9.89,


degree of freedom. Hence, the statement “Praise of Students during Learning Process”

was not accepted.



Female Teachers 02 01 00 09 10 22 12.13

Girls of Class X 08 00 13 09 15 45


232

Table 4.9.1.7 shows that the calculated vale of 𝝌2 was found to be 12.13,


degree of freedom. Hence, the statement “Encouragement of Students towards

Problem Solving” was not accepted.


High Grades


Female Teachers 08 01 03 08 02 22 5.93

Girls of Class X 10 00 14 13 08 45









Female Teachers 01 01 00 10 10 22 2.84

Girls of Class X 04 01 04 19 17 45



which is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree

of freedom. Hence, the statement “Appreciation of Group Work of Students” was

accepted.

233



Female Teachers 05 00 00 07 10 22 6.17

Girls of Class X 17 00 03 12 13 45





expression of views “Highly Motivated Students Achieve High Grades” was

accepted.



Female Teachers 08 00 02 11 01 22 6.56

Girls of Class X 11 00 08 16 10 45




of freedom. Hence, the statement “Low Motivated Students Achieve Low

Performance Level” was accepted.



Female Teachers 03 00 01 08 10 22 10.36

Girls of Class X 18 00 05 16 06 45





234


not accepted.



Female Teachers 01 00 01 10 10 22 16.13

Girls of Class X 17 01 03 20 04 45


Table 4.9.1.13 indicates that the calculated value of 𝝌2 was found to be 16.13,


degree of freedom. Hence, the statement “Intrinsic Motivation towards Learning

through Stories” was not accepted.



Female Teachers 05 00 01 06 10 22 17.16

Girls of Class X 19 00 06 18 02 45


Table 4.9.1.14 specifies that the calculated vale of 𝝌2 was found to be 17.16,


degree of freedom. Hence, the statement “Intrinsic Motivation through Personality of

Teacher” was not accepted.

4.9.2 Motivation in Boys Schools of Small Category

The results of motivation in Boys secondary schools are presented in the

following tables.



Male Teachers 02 00 00 10 10 22 7.73

Boys of Class X 04 08 06 14 22 54


235




statement “Exploration of Natural Talent” was accepted.



Male Teachers 02 00 00 10 10 22 9.49

Boys of Class X 10 09 03 11 21 54




chi square. The calculated value was equal to the table value. Therefore, the statement

“Expectations to Achieve High Grades from Students” was not accepted.



Male Teachers 02 09 00 01 10 22 6.97

Boys of Class X 07 11 04 11 21 54


Table 4.9.2.3 states that the calculated vale of 𝝌2 was found to be 6.97, which

is less than the table value of 𝝌2 at level of significance 0.05 by taking 4 degree of

freedom. Hence, the statement “Creating Interest for Learning” was accepted.



Male Teachers 01 00 00 11 10 22 6.78

Boys of Class X 02 03 08 15 26 54


236



of freedom. Hence, the statement “Student’s Desire for Learning with Interest” was

accepted.



Male Teachers 02 00 00 10 10 22 9.41

Boys of Class X 01 09 06 16 22 54




of freedom. Hence, the statement “Student’s Control and Use of Emotions for

Learning” was accepted.



Male Teachers 02 09 00 01 10 22 14.40

Boys of Class X 07 05 06 13 23 54


Table 4.9.2.6 declares that the calculated vale of 𝝌2 was found to be 14.40,


degree of freedom. Hence, the statement “Praise of Students during Learning Process”

was not accepted.



Male Teachers 04 08 00 00 10 22 14.64

Boys of Class X 08 13 11 12 10 54


237



degree of freedom. Hence, the statement “Encouragement of Students towards

Problem Solving” was not accepted.


High Grades


Male Teachers 04 10 02 16 00 22 25.93

Boys of Class X 08 02 08 16 20 54


Table 4.9.2.8 denotes that the calculated vale of 𝝌2 was found to be 25.93,


degree of freedom. Hence, the statement “Extrinsic Motivation through Computers

and Internet to Achieve High Grades” was not accepted.



Male Teachers 08 00 00 14 00 22 19.22

Boys of Class X 08 06 09 17 14 54




degree of freedom. Hence, the statement “Appreciation of Group Work of Students”

was not accepted.



Male Teachers 02 00 00 10 10 22 23.52

Boys of Class X 20 10 01 03 20 54


238

Table 4.9.2.10 states that the calculated vale of 𝝌2 was found to be 23.52,


degree of freedom. Hence, the statement “Highly Motivated Students Achieve High

Grades” was not accepted.


Category SA A UD DA SD Total 𝜒2

Male Teachers 08 00 02 12 00 22 17.50

Boys of Class X 09 04 04 14 23 54




degree of freedom. Hence, the statement “Low Motivated Students Achieve Low

Performance Level” was not accepted.



Male Teachers 03 00 01 08 10 22 16.17

Boys of Class X 05 15 08 04 22 54


Table 4.9.2.12 mentions that the calculated vale of 𝝌2 was found to be 16.17,


degree of freedom. Hence, the statement “Achievement of High Grades due to

Extrinsic Motivation” was not accepted.



Male Teachers 10 00 00 12 00 22 32.55

Boys of Class X 26 18 03 02 05 54


239

Table 4.9.2.13 indicates that the calculated vale of 𝝌2 was found to be 32.55,


degree of freedom. Hence, the statement “Intrinsic Motivation towards Learning

through Stories” was not accepted.



Male Teachers 05 00 00 07 10 22 25.22

Boys of Class X 26 14 04 05 05 54


Table 4.9.2.14 specifies that the calculated vale of 𝝌2 was found to be 25.22,


degree of freedom. Hence, the statement “Intrinsic Motivation through Personality of

Teacher” was not accepted.

Table 4.9.2.15 Overall Motivation Scores in Small Category Schools


Female Teachers 63 19 12 111 103 308

Girls of Class X 164 08 81 228 149 630 197.34

Male Teachers 55 36 05 112 100 308

Boys of Class X 141 127 81 153 254 756




value of chi square. The calculated value was greater than the table value. Therefore,

hypothesis 𝐻02 in small category schools that “there is no association between overall

motivation scores of male and female”, was not accepted.

240

4.10 Teacher Feedback in Small Category Schools


along with overall teacher feedback scores in small category is given below:

4.10.1 Teacher Feedback in Girls Schools of Small Category

The results of teacher feedback in Girls secondary schools are presented in the

following tables.



Female Teachers 12 08 00 02 00 22 5.93

Girls of Class X 21 11 07 03 03 45





expression of views “Understanding Teacher’s Gestures during Teaching” was

accepted.




Female Teachers 09 11 02 00 00 22 3.95

Girls of Class X 17 16 06 02 04 45





241





Female Teachers 06 03 01 08 04 22 15.79

Girls of Class X 08 05 19 03 10 45






not accepted.



Female Teachers 08 13 00 01 00 22 4.24

Girls of Class X 24 16 01 02 02 45






accepted.



Female Teachers 09 12 01 00 00 22 3.38

Girls of Class X 25 14 05 01 00 45


242





was accepted.



Female Teachers 11 10 00 01 00 22 5.86

Girls of Class X 24 14 07 00 00 45






was accepted.


Teaching


Female Teachers 10 11 00 01 00 22 4.94

Girls of Class X 20 16 06 01 02 45







243



Female Teachers 13 09 00 00 00 22 6.62

Girls of Class X 22 12 07 03 01 45






was accepted.


Learners


Female Teachers 11 10 01 00 00 22 7.04

Girls of Class X 14 16 10 03 02 45






Learners” was accepted.

Table 4.10.1.10 Students Liking to Read and Follow Teacher’s Written

Feedback


Female Teachers 09 09 02 02 00 22 1.29

Girls of Class X 17 20 03 03 02 45


244








Female Teachers 06 07 05 01 03 22 7.67

Girls of Class X 24 07 06 06 02 45






accepted.


Feedback


Female Teachers 12 07 01 02 00 22 3.49

Girls of Class X 26 09 06 02 02 45







245



Female Teachers 09 09 02 02 00 22 3.50

Girls of Class X 26 13 02 02 02 45






accepted.



Female Teachers 12 08 01 01 00 22 4.52

Girls of Class X 24 10 05 01 05 45






accepted.

4.10.2 Teacher Feedback in Boys Schools of Small Category


following tables.



Male Teachers 10 10 02 00 00 22 4.76

Boys of Class X 18 20 07 05 04 54


246




expression of views “Understanding Teacher’s Gestures during Teaching” was

accepted.




Male Teachers 09 12 01 00 00 22 6.84

Boys of Class X 30 14 05 05 00 54









Male Teachers 08 06 03 04 01 22 3.41

Boys of Class X 11 17 10 08 08 54






accepted.

247



Male Teachers 06 12 01 03 00 22 9.14

Boys of Class X 21 20 05 01 07 54






accepted.



Male Teachers 08 11 01 02 00 22 7.75

Boys of Class X 29 19 04 00 02 54






was accepted.



Male Teachers 09 13 00 00 00 22 3.44

Boys of Class X 25 23 02 03 01 54





248


was accepted.


Teaching


Male Teachers 14 08 00 00 00 22 4.83

Boys of Class X 30 14 03 04 03 54









Male Teachers 10 12 00 00 00 22 4.66

Boys of Class X 32 17 04 00 01 54






was accepted.


Learners


Male Teachers 08 10 04 00 00 22 3.51

Boys of Class X 23 18 07 03 03 54


249





Learners” was accepted.

Table 4.10.2.10 Students Liking to Read and Follow Teacher’s Written

Feedback


Male Teachers 10 10 01 01 00 22 1.13

Boys of Class X 27 19 03 04 01 54









Male Teachers 09 08 04 01 00 22 6.30

Boys of Class X 28 13 03 06 04 54






accepted.

250


Feedback


Male Teachers 04 12 05 01 00 22 12.17

Boys of Class X 31 16 06 00 01 54









Male Teachers 09 12 00 01 00 22 3.99

Boys of Class X 28 18 02 04 02 54


Table 4.10.2.13 indicates that the calculated vale of 𝝌2 was found to be 3.99,


of freedom. Hence, the statement “Improvements in Writing Skill with Teacher




Male Teachers 05 16 00 01 00 22 10.95

Boys of Class X 26 19 05 01 03 54




251



not accepted.

Table 4.10.2.15 Overall Teacher Feedback Scores in Small Category Schools


Female Teachers 137 127 16 21 07 308

Girls of Class X 292 179 90 32 37 630 78.91

Male Teachers 119 152 22 14 01 308

Boys of Class X 359 247 66 44 40 756





hypothesis 𝐻03 in the small category schools that “there is no association between

overall teacher feedback scores of male and female” was not accepted.

4.11 Classroom Environment and Academic Achievement in Large

Category Schools

The effect of classroom environment on academic achievement of secondary

school students from all respondents in large category schools is given in following

tables:

252

Table 4.11.1 Views of Female Teachers

Responses of Achievements Level Values Ranks Values Ranks

Female Teachers A of Girls B for A for A for B for B

626 208 81 3 0 1

456 273 92 4 28 2

81 338 145 5 158 6

145 158 456 11 208 7

92 28 626 12 235 8

0 273 9

235 338 10

Result Detail of A Result Detail of B A & B Combined

Sum of Ranks:35 Sum of Ranks:43 Sum of Ranks:78

Mean of Ranks:7 Mean of Ranks:6.14 Mean of Ranks:6.5

Expected sum of Ranks:32.5 Expected sum of Ranks:45.5 S.D:6.1577

Expected Mean of Ranks:6.5 Expected mean of Ranks:6.5

U-value:15 U-value:20

Expected U-value:17.5 Expected U-value:17.5

Result A – Z-ratio

The Z-score is -0.3248. The p-value is 0.74896.

Result B – U-value

The U-value is 15. The critical value of U at p≤ 0.05 is 5.


Table 4.11.1 indicates that the effect of independent variable “Classroom

Environment” on academic achievement of Girls. The outcome of the results presents

the information about Z-ratio and U-value. Z-score and the p-value were -0.3248 and

0.74896 respectively, while the table value of Mann Whitney two tailed U-test is 5 at

level of significance 0.05. The calculated value of U- statistic was 15. Since the

calculated value of U-statistics is greater than the table value, therefore, the

hypotheses 𝐻𝑜4 that “there is no association between academic achievement and

classroom environment of secondary school students for female teachers in large

category schools”, was not accepted.

253

Table 4.11.2 Views of Class X Girls


Girls A of Girls B for A for A for B for B

636 208 07 2 0 1

378 273 152 4 28 3

07 338 227 7 158 5

152 158 378 11 208 6

227 28 636 12 235 8

0 273 9

235 338 10



Mean of Ranks:7.2 Mean of Ranks:6 Mean of Ranks:6.5










Table 4.11.2 reveals the effect of independent variable “Classroom







classroom environment of secondary school students for secondary school girls in

large category schools”, was not accepted.

254

Table 4.11.3 Views of Male Teachers


Male Teachers A of Boys B for A for A for B for B

419 100 71 3 0 1

550 113 88 4 62 2

88 238 202 7 100 5

202 265 419 10 113 6

71 62 550 11 238 8

0 265 9

1092 1092 12













Table 4.11.3 evidences the effect of independent variable “Classroom

Environment” on academic achievement of Boys. The outcome of the results presents






classroom environment of secondary school students for male teachers in large


255

Table 4.11.4 Views of Class X Boys


Boys A of Boys B for A for A for B for B

771 100 89 3 0 1

408 113 135 6 62 2

89 238 137 7 100 4

135 265 408 10 113 5

137 62 771 11 238 8

0 265 9

1092 1092 12



Mean of Ranks:7.4 Mean of Ranks:5.86 Mean of Ranks:6.5










Table 4.11.4 testifies the effect of independent variable “Classroom







classroom environment of secondary school students for secondary school boys in

large category schools”, was not accepted.

256

4.12 Classroom Environment and Academic Achievement in

Medium Category Schools


school students from all respondents in medium category schools is given in

following tables:




286 72 34 3 0 1

300 100 65 4 08 2

65 109 85 7 72 5

85 75 286 11 75 6

34 08 300 12 100 8

0 109 9

128 128 10













Table 4.12.1 reflects the effect of independent variable “Classroom





257



classroom environment of secondary school students for female teachers in medium





343 72 53 3 0 1

152 100 54 4 8 2

54 109 56 5 72 6

56 75 152 11 75 7

53 8 343 12 100 8

0 109 9

128 128 10




















258


medium category schools”, was not accepted.




294 38 47 6 0 1

284 44 52 7 10 2

47 53 121 10 38 3

121 41 284 11 41 4

52 10 294 12 44 5

0 53 8

117 117 9













Table 4.12.3 represents the effect of independent variable “Classroom





calculated value of U-statistics is less than the table value, therefore, the hypotheses

𝐻𝑜4 that “there is no association between academic achievement and

classroom environment of secondary school students for male teachers in medium

category schools”, was accepted.

259




360 38 30 3 0 1

192 44 54 8 10 2

30 53 64 9 38 4

54 41 192 11 41 5

64 10 360 12 44 6

0 53 7

117 117 10













Table 4.12.4 states the effect of independent variable “Classroom








medium category schools”, was not accepted.

260

4.13 Classroom Environment and Academic Achievement in Small

Category Schools


school students from all respondents in small category schools is given in following

tables:




121 50 10 3 0 1

133 63 21 4 3 2

10 66 23 5 36 6

23 36 121 11 50 7

21 3 133 12 52 8

0 63 9

52 66 10













Table 4.13.1 declares the effect of independent variable “Classroom






261


classroom environment of secondary school students for female teachers in small





303 50 63 4 0 1

166 63 46 5 3 2

43 66 72 10 36 3

46 36 166 11 50 6

72 3 303 12 52 7

0 63 8

52 66 9





















small category schools”, was not accepted.

262




125 17 8 2.5 0 1

124 35 24 5 8 2.5

24 54 27 6 17 4

27 57 124 10 35 7

8 8 125 11 54 8

0 57 9

279 279 12


Sum of Ranks:34.5 Sum of Ranks:43.5 Sum of Ranks:78




U-value:19.5 U-value:19.5





The U-value is 15.5. The critical value of U at p≤ 0.05 is 5.


Table 4.13.3 mentions the effect of independent variable “Classroom




level of significance 0.05. The calculated value of U- statistic was 15.5. Since the



classroom environment of secondary school students for male teachers in small


263




377 17 57 6.5 0 1

180 35 64 8 8 2

57 54 78 9 17 3

64 57 180 10 35 4

78 8 377 12 54 5

0 57 6.5

279 279 11













Table 4.13.4 stipulates the effect of independent variable “Classroom




level of significance 0.05. The calculated value of U- statistic was 4.5. Since the

calculated value of U-statistics is less than the table value, therefore, the hypotheses

𝐻𝑜4 that “there is no association between academic achievement and


small category schools”, was accepted.

264

4.14 Motivation and Academic Achievement in Large Category

Schools

The effect of motivation on academic achievement of secondary school

students from all respondents in large category schools is given in following tables:




754 208 6 2 0 1

534 273 28 3.5 28 3.5

28 338 78 5 158 6

78 158 534 11 208 7

6 28 754 12 235 8

0 273 9

235 338 10













Table 4.14.1 specifies the effect of independent variable “Motivation” on

dependent variable “Academic achievement of Girls”. The outcome of the results

presents the information about Z-ratio and U-value. Z-score and the p-value were -

0.0812 and 0.93624 respectively, while the table value of Mann Whitney two tailed

U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 16.5.

Since the calculated value of U-statistics is greater than the table value, therefore, the


265

motivation of secondary school students for female teachers in large category

schools”, was not accepted.




702 208 26 2 0 1

459 273 44 5 28 3

26 338 169 7 158 4

169 158 459 11 208 6

44 28 702 12 235 8

0 273 9

235 338 10













Table 4.14.2 reflects the effect of independent variable “Motivation” on



0.6496 and 0.5157 respectively, while the table value of Mann Whitney two tailed U-

test is 5 at level of significance 0.05. The calculated value of U- statistic was 13.



motivation of secondary school students for secondary school girls in large category


266




583 100 11 2 0 1

629 113 23 3 62 4

23 238 84 5 100 6

84 265 583 10 113 7

11 62 629 11 238 8

0 265 9

1092 1092 12









The Z-score is 0.1624. The p-value is 0.87288.




Table 4.14.3 shows the effect of independent variable “Motivation” on

dependent variable “Academic achievement of Boys”. The outcome of the results

presents the information about Z-ratio and U-value. Z-score and the p-value were


U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 16.



motivation of secondary school students for male teachers in large category schools”,

was not accepted.

267




689 100 50 2 0 1

464 113 121 6 62 3

50 238 216 7 100 4

216 265 464 10 113 5

121 62 689 11 238 8

0 265 9

1092 1092 12













Table 4.14.4 indicates the effect of independent variable “Motivation” on







motivation of secondary school students for secondary school boys in large category


268

4.15 Motivation and Academic Achievement in Medium Category

Schools


students from all respondents in medium category schools is given in following

tables:




224 72 37 2 0 1

326 100 69 3 08 5

69 109 114 4 72 8

37 75 224 6 75 9

114 08 326 7 100 10

0 109 11

128 128 12













Table 4.15.1 reveals the effect of independent variable “Motivation” on




test is 5 at level of significance 0.05. The calculated value of U- statistic was 7. Since

the calculated value of U-statistics is greater than the table value, therefore, the


269

motivation of secondary school students for female teachers in medium category





211 72 51 2 0 1

185 100 67 3 8 4

67 109 144 5 72 8

51 75 185 6 75 9

144 8 211 7 100 10

0 109 11

128 128 12













Table 4.15.2 testifies the effect of independent variable “Motivation” on







motivation of secondary school students for secondary school girls in medium


270




230 38 42 2 0 1

370 44 50 3 10 5

42 53 106 4 28 8

50 41 230 6 38 9

106 10 370 7 41 10

0 44 11

117 53 12













Table 4.15.3 reflects the effect of independent variable “Motivation” on




test is 5 at level of significane 0.05. The calculated value of U- statistic was 7. Since



motivation of secondary school students for male teachers in medium category


271




258 38 32 2 0 1

219 44 57 3 10 4

57 53 134 5 38 8

32 41 219 6 41 9

134 10 258 7 44 10

0 53 11

117 117 12













Table 4.15.4 denotes the effect of independent variable “Motivation” on

academic achievement of boys of secondary schools. The outcome of the results






motivation of secondary school students for secondary school boys in medium


272

4.16 Motivation and Academic Achievement in Small Category

Schools


students from all respondents in small category schools is given in following tables:




63 50 12 2 0 1

19 63 19 3 3 7

12 66 63 4 36 8

111 36 103 5 50 9

103 3 111 6 52 10

0 63 11

52 66 12













Table 4.16.1 shows the effect of independent variable “Motivation” on

academic achievement of girls of secondary schools. The outcome of the results




Since the calculated value of U-statistics is equal to the table value, therefore, the


motivation of secondary school students for female teachers in small category

schools”, was not accepted. It means that association between motivation and

273

academic achievement was significant as per views of female teachers in small

category of schools.




164 50 88 2 0 1

08 63 81 3 3 4

81 66 149 5 36 8

228 36 164 6 50 9

149 3 228 7 52 10

0 63 11

52 66 12













Table 4.16.2 represents the effect of independent variable “Motivation” on







motivation of secondary school students for secondary school girls in small category

schools”, was not accepted. It means that association between motivation and

274

academic achievement was significant as per views of girls of class X in small

category of schools.




55 17 5 2 0 1

36 35 36 3 8 7

5 54 55 4 17 8

112 57 100 5 35 9

100 8 112 6 54 10

0 57 11

279 279 12













Table 4.16.3 mentions the effect of independent variable “Motivation” on




U-test is 5 at level of significance 0.05. The calculated value of U- statistic was 15.5.



motivation of secondary school students for male teachers in small category


275




141 17 81 2 0 1

127 35 127 4 8 3

81 54 141 5 17 8

153 57 153 6 35 9

254 8 254 7 54 10

0 57 11

279 279 12













Table 4.16.4 evidences the effect of independent variable “Motivation” on







motivation of secondary school students for secondary school boys in small category


276

4.17 Teacher Feedback and Academic Achievement in Large

Category Schools

The effect of teacher feedback on academic achievement of secondary school

students from all respondents in large category schools is given in following tables:




340 208 21 2 0 1

404 273 283 8 28 3

21 338 340 10 158 4

352 158 352 11 208 5

283 28 404 12 235 6

0 273 7

235 338 9













Table 4.17.1 reflects the effect of independent variable “Teacher Feedback” on

academic achievement of secondary school girls. The outcome of the results presents






277

teacher feedback of secondary school students for female teachers in large category





343 208 47 3 0 1

382 273 243 7 28 2

47 338 343 10 158 4

385 158 382 11 208 5

243 28 385 12 235 6

0 273 8

235 338 9













Table 4.17.2 shows the effect of independent variable “Teacher Feedback” on







teacher feedback of secondary school students for secondary school girls in large


278




322 100 21 2 0 1

507 113 166 6 62 3

21 238 314 9 100 4

166 265 322 10 113 5

314 62 507 11 238 7

0 265 8

1092 1092 12




















teacher feedback of secondary school students for male teachers in large category


279




354 100 27 2 0 1

490 113 253 7 62 3

27 238 354 9 100 4

416 265 416 10 113 5

253 62 490 11 238 6

0 265 8

1092 1092 12




















teacher feedback of secondary school students for secondary school boys in large


280

4.18 Teacher Feedback and Academic Achievement in Medium

Category Schools


students from all respondents in medium category schools is given in following

tables:




303 72 24 3 0 1

335 100 44 4 08 2

64 109 64 5 72 6

44 75 303 11 75 7

24 08 335 12 100 8

0 109 9

128 128 10













Table 4.18.1 testifies the effect of independent variable “Teacher Feedback”

on academic achievement of girls in secondary schools. The outcome of the results






281

teacher feedback of secondary school students for female teachers in medium





291 72 41 3.5 0 1

202 100 41 3.5 8 2

83 109 83 7 72 5

41 75 202 11 75 6

41 8 291 12 100 8

0 109 9

128 128 10













Table 4.18.2 states the effect of independent variable “Teacher Feedback” on

academic achievement of girls in secondary schools. The outcome of the results






teacher feedback of secondary school students for secondary school girls in medium


282




273 38 21 3 0 1

388 44 45 7 10 2

71 53 71 9 38 4

45 41 273 11 41 5

21 10 388 12 44 6

0 53 8

117 117 10













Table 4.18.3 stipulates the effect of independent variable “Teacher Feedback”

on academic achievement of boys in secondary schools. The outcome of the results






teacher feedback of secondary school students for male teachers in medium category


283




334 38 34 3 0 1

231 44 41 5.5 10 2

60 53 60 9 38 4

34 41 231 11 41 5.5

41 10 334 12 44 7

0 53 8

117 117 10













Table 4.18.4 stipulates the effect of independent variable “Teacher Feedback”




test is 5 at level of significance 0.05. The calculated value of U- statistic was 9.5.



teacher feedback of secondary school students for secondary school boys in medium


284

4.19 Teacher Feedback and Academic Achievement in Small

Category Schools


students from all respondents in small category schools is given in following tables:




137 50 7 3 0 1

127 63 16 4 3 2

16 66 21 5 36 6

21 36 127 11 50 7

7 3 137 12 52 8

0 63 9

52 66 10













Table 4.19.1 presents the effect of independent variable “Teacher Feedback”







285

teacher feedback of secondary school students for female teachers in small category





292 50 32 3 0 1

179 63 37 5 3 2

90 66 90 10 36 4

32 36 179 11 50 6

37 3 292 12 52 7

0 63 8

52 66 9













Table 4.19.2 declares the effect of independent variable “Teacher Feedback”







teacher feedback of secondary school students for secondary school girls in small


286




119 17 1 2 0 1

152 35 14 4 8 3

22 54 22 6 17 5

14 57 119 10 35 7

1 8 152 11 54 8

0 57 9

279 279 12









The Z-score is 0.00. The p-value is 1.00




Table 4.19.3 mentions the effect of independent variable “Teacher Feedback”


presents the information about Z-ratio and U-value. Z-score and the p-value were 0.00

and 1.00 respectively, while the table value of Mann Whitney two tailed U-test is 5 at




teacher feedback of secondary school students for male teachers in small category


287




359 17 40 5 0 1

247 35 44 6 8 2

66 54 66 9 17 3

44 57 247 10 35 4

40 8 359 12 54 7

0 57 8

279 279 11













Table 4.19.4 mentions the effect of independent variable “Teacher Feedback”







teacher feedback of secondary school students for secondary school boys in small


288

4.20 Classroom Environment and Academic Achievement in all

Category Schools

The overall effect of classroom environment on academic achievement of

secondary school students from all respondents in small, medium and large category

schools is given in following table:

Table 4.20.1 Overall Effect of Classroom Environment on Academic

Achievement

Responses Achievements Level Values Ranks Values Ranks

A B for A for A for B for B

4661 485 595 4 0 1

3323 628 909 8 119 2

595 858 1110 9 485 3

1110 632 3323 11 628 5

909 119 4661 12 632 6

0 858 7

1903 1903 10













Table 4.20.1 represents the effect of independent variable “Classroom

Environment” on academic achievement of secondary school students. The outcome

of the results presents the information about Z-ratio and U-value. Z-score and the p-

value were -1.7864 and 0.07346 respectively, while the table value of Mann Whitney

two tailed U-test is 5 at level of significance 0.05. The calculated value of U- statistic

was 6. Since the calculated value of U-statistics is greater than the table value,

therefore, the hypotheses 𝐻𝑜4 that “there is no association between academic

289

achievement and classroom environment of secondary school students”, was not

accepted.

4.21 Motivation and Academic Achievement in all Category Schools

The overall effect of motivation on academic achievement of secondary school

students from all respondents in small, medium and large category schools is given in

following table:

Table 4.21.1 Overall Effect of Motivation on Academic Achievement



4074 485 541 4 0 1

3376 628 1286 8 119 2

541 858 1321 9 485 3

1321 632 3376 11 628 5

1286 119 4074 12 632 6

0 858 7

1903 1903 10













Table 4.21.1 declares the effect of independent variable “Motivation” on

academic achievement of secondary school students. The outcome of the results





290


motivation of secondary school students”, was not accepted.

4.22 Teacher Feedback and Academic Achievement in all Category

Schools

The overall effect of teacher feedback on academic achievement of secondary

school students from all respondents in small, medium and large category schools is

given in following table:

Table 4.22.1 Overall Effect of Teacher Feedback on Academic Achievement



3467 485 588 4 0 1

3644 628 1305 8 119 2

588 858 1594 9 485 3

1594 632 3467 11 628 5

1305 119 3644 12 632 6

0 858 7

1903 1903 10













Table 4.22.1 declares the effect of independent variable “Teacher Feedback”

on academic achievement of Secondary School Students. The outcome of the results




291



teacher feedback of secondary school students”, was not accepted.

4.23 Classroom Environment, Motivation and Academic Achievement

The effect of classroom environment and motivation on academic

achievement of secondary school students from all respondents in small, medium and

large category schools is given in following table:

Table 4.23.1 Effect of Classroom Environment and Motivation on Academic

Achievement

Responses of Responses of Achievements Level

Classroom Environment Motivation of Students

4661 4074 485

3323 3376 628

595 541 858

1110 1321 632

909 1286 119

0

1903

Table 4.23.1 stipulates that the effect of independent variables “Classroom

Environment” and “Motivation” on academic achievement of secondary school

students. The outcome of the results presents the information about chi square 𝜒2

value and p-value in the median test. Chi square and the p-value were 6.3714 and

0.041349 respectively, while the table value of chi square is 5.99 at level of

significance 0.05 by taking 2 degree of freedom. Since the calculated value of chi

Classroom Env. Motivation Achievement Level Total

Above median

Below median

3 4 1

1 1 6

8

8

Total 4 5 7 16

Median = 909

Calculated 𝜒2 value = 6.3714

p-value = 0.041349


292

square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜7 that

“there is no association among academic achievement, classroom environment and

motivation of secondary school students”, was not accepted.

4.24 Classroom Environment, Teacher Feedback and Academic

Achievement `

The effect of classroom environment and teacher feedback on academic

achievement of secondary school students from all respondents in small, medium and

large category schools is given in following table:

Table 4.24.1 Effect of Classroom Environment and Teacher Feedback on



Classroom Environment Teacher Feedback of Students

4661 3467 485

3323 3644 628

595 588 858

1110 1594 632

909 1305 119

0

1903

Table 4.24.1 indicates the effect of independent variables “Classroom

Environment” and “Teacher Feedback” on academic achievement of secondary

school students. The outcome of the results presents the information about 𝜒2 value

and p-value in the median test. Chi square and the p-value were 6.3714 and 0.041349

respectively, while the table value of chi square is 5.99 at level of significance 0.05 by

Classroom Env. Teacher Feedback Achievement Level Total

Above median

Below median

3 4 1

1 1 6

8

8

Total 4 5 7 16

Median = 909


p-value = 0.041349


293

taking 2 degree of freedom. Since the calculated value of chi square statistics is

greater than the table value, therefore, the hypotheses 𝐻𝑜8 that “there is no association

among academic achievement, classroom environment and teacher feedback of

secondary school students”, was not accepted.

4.25 Motivation, Teacher Feedback and Academic Achievement

The effect of motivation and teacher feedback on academic achievement of

secondary school students from all respondents in small, medium and large category

schools is given in following table:

Table 4.25.1 Effect of Motivation and Teacher Feedback on Academic

Achievement


Motivation Teacher Feedback of Students

4074 3467 485

3376 3644 628

541 588 858

1321 1594 632

1286 1305 119

0

1903

Motivation Teacher Feedback Achievement Level Total

Above median

Below median

3 4 1

1 1 6

8

8

Total 4 5 7 16

Median = 1286


p-value = 0.041349


Table 4.25.1 stipulates the effect of independent variables “Motivation” and

“Teacher Feedback” on academic achievement of secondary school students. The

outcome of the results presents the information about 𝜒2 value and p-value in the

median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while

294

the table value of chi square is 5.99 at level of significance 0.05 by taking 2 degree of

freedom. Since the calculated value of chi square statistics is greater than the table

value, therefore, the hypotheses 𝐻𝑜9 that “there is no association among academic

achievement, motivation and teacher feedback of secondary school students”, was not

accepted.

4.26 Classroom Environment, Motivation, Teacher Feedback and


The effect of classroom environment, motivation and teacher feedback on

academic achievement of secondary school students from all respondents in small,

medium and large category schools is given in following table:

Table 4.26.1 Effect of Classroom Environment, Motivation and Teacher

Feedback on Academic Achievement

Responses of Responses of Responses of Achievements Level

Classroom Environment Motivation Teacher Feedback of Students

4661 4074 3467 485

3323 3376 3644 628

595 541 588 858

1110 1321 1594 632

909 1286 1305 119

0

1903

Classroom Env. Motivation Teacher Feedback Achievement Level Total

Above median

Below median

2 4 4 1

3 1 1 6

11

11

Total 5 5 5 7 22

Median = 1198


p-value = 0.060956


Table 4.26.1 reflects the effect of independent variables “Classroom

Environment”, “Motivation” and “Teacher Feedback” on academic achievement of

secondary school students. The outcome of the results presents the information about

295

𝜒2 value and p-value in the median test. Chi square and the p-value were 7.3714 and

0.060956 respectively, while the table value of chi square is 6.25 at level of

significance 0.10 by taking 3 degree of freedom. Since the calculated value of chi

square statistics is greater than the table value, therefore, the hypotheses 𝐻𝑜10 that

“there is no association among academic achievement, classroom environment,

motivation and teacher feedback of secondary school students”, was not accepted.

4.27 Discussion

4.27.1 Nature of Classroom Environment

This part of discussion relates to nature of classroom environment of large,

medium and small category schools from all regions in Pakistan. The respondents of

the study were male and female secondary school teachers, boys and girls of class X.

The significance was tested at 0.05and 0.10 level for all types of analyses. Table

4.20.1 stipulates that the U-value in Mann Whitney U-test is found to be greater than

the critical value of U at p≤ 0.05. Therefore, the null hypothesis 𝐻04 that “there is no

association between academic achievement and classroom environment of secondary

school students”, was not accepted. Suleman & Hussain (2014) concluded that

physical environment of classroom has significant effect on academic achievement of

secondary school students and classroom with well equipped tools and teaching aids

has positive effect on academic achievement scores of secondary school students of

Kohat Division, Pakistan. Swati (2015) has also found academic achievement of the

students in experimental group better as compared to the control group due to various

physical facilities in classroom learning environment which included white board,

arrangement of pure drinking water, computers, internet, projectors, proper light and

air. Ekpo, Akpan, Essuen & Imo (2009) has reported in research project that the cause

296

of poor performance of the students in social studies was due to lack of physical

facilities in classroom environment. The unpleasant environment of the classroom

was the basic reason of poor academic achievement of the students and recommended

that the academic achievement of students in social studies can be enhanced with the

improvement in physical layout of the classroom. Barrett, Davies, Zhang & Barrett

(2015) conducted research involving 3766 students in 153 classrooms of 27 schools

and found that seven key design parameters out of ten were the best essential factors

affecting the progress of students. These factors were the quality and quantity of

natural light received in classroom, temperature, air for respiration, sense of

ownership among the students, provision of space for students, appropriate visual

diversity for learners and color of walls of classroom. Thus the present study

substantiates the findings of above mentioned researches.

4.27.2 Nature of Motivation

Table 4.21.1 indicates that the U-value in Mann Whitney U-test is found to

be greater than the critical value of U at p≤ 0.05. Therefore, the null hypothesis 𝐻05

that there is no association between academic achievement and motivation of

secondary school students was not accepted. Asifa & Kamal (2013) have presented in

analytical study regarding the impact of motivation on learning of secondary school

students in Karachi, Pakistan and found that different types of teaching methods used

by the secondary school teachers according to needs, interest and age of learners, are

the best tools to motivate learners towards learning. Besides teaching methods,

acknowledgement of feelings of students and activity base learning develop the sense

of confidence among the learners learning. Teaching learning process is not effective

without motivation. Tella (2007) conducted a research study in Nigeria and found

significant difference when motivation was used as a variable of interest in relation to

297

academic achievement of students in mathematics. The results of the study indicate

that highly motivated students perform much better as compared to low motivated

secondary school students. Sikhwari (2014) has concluded that there is significant

correlation among three variables i.e. self concept, motivation and academic

achievement of the students. It was also concluded that female students are more

motivated as compared to male students and that motivation is essential ingredient to

enhance the level of academic achievement of the students. Badola (2013) in his co-

relational study about academic achievement of secondary school students concluded

that there is a positive significant difference in academic achievement in relation to

motivation of secondary school students in different schools. Thus the present study

corroborates earlier findings on the subject.

4.27.3 Nature of Teacher Feedback

Table 4.22.1 indicates that the U-value in Mann Whitney U-test is greater

than the critical value of U at p≤ 0.05. Therefore, the null hypotheses 𝐻06 that there is

no association between academic achievement and teacher feedback of secondary

school students, was not accepted. It means that female and male secondary school

teachers along with girls and boys of class X have opined that there exists a

significant difference regarding effect of teacher feedback. The hypothesis 𝐻07 that

there is no association among academic achievement, classroom environment and

motivation of secondary school students, was not accepted (Table 4.23.1). The

hypothesis 𝐻08 that there is no association among academic achievement, classroom

environment and teacher feedback of secondary school students, was also not

accepted (Table 4.24.1). Similarly, the hypothesis 𝐻09 that there is no association

among academic achievement, motivation and teacher feedback of secondary school

students, was not accepted (Table 4.25.1). The hypothesis 𝐻010 that there is no

298

association among academic achievement, classroom environment, motivation and

teacher feedback of secondary school students, was not accepted (Table 4.26.1).

Ahmad, Saeed & Salam (2013) found that teacher’s corrective feedback enhances the

level of learning and performance among the students. Students had shown better

performance in the examination on the basis of corrective teacher feedback. It has also

been concluded that improper teacher feedback develops the sense of confusion in

students. Lisa (2011) investigated the effect of written teacher feedback with learning

challenges for students. It has been concluded that written teacher feedback has

positive effect on performance of the students. Denton (2014) investigated the effect

of screen capture technology feedback on academic achievement of students. It was

found that screen capture feedback had positive effect in reducing corrections during

writing of assignments because students received immediate feedback. Tleceker &

Akcan (2010) studied effect of oral and written teacher feedback on writing of

students. The study was focused on writing of students, content and organization. The

mean score of first draft of students was .0193 at p-value < 0.05 on Wilcoxon Signed

Rank Test. It was concluded that written and oral teacher feedback on final draft

enhanced the level of writing skills of the students.

It can be concluded from above discussion that independent variables

classroom environment, motivation and teacher feedback in the present study have

significant positive effect on academic achievement of secondary school students. The

combined effect of classroom environment and motivation; classroom environment

and teacher feedback; motivation and teacher feedback; classroom environment,

motivation and teacher feedback, have also significant effect on academic

achievement of secondary school students.

299

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary

The ambition of the study was to examine 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 associate 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 under the

administrative control of Directorate of Federal Government Educational Institutions

(Cantt /Garrison) Rawalpindi; (ii) Two 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 who appeared in Secondary School Certificate, part one

(SSC-I) annual examination 2014.

300

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 under the administrative control of Directorate of Federal Government

Educational Institutions (Cantt / Garrison) Rawalpindi; (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.

The ten Regions are divided into three categories namely large, medium and

small for the present study. The three categories were framed by the researcher on the

basis of number of students who appeared in Secondary School Certificate, Part one

(SSC-I) annual examination 2014 of the Federal Board of Intermediate & Secondary

Education. First category included into Rawalpindi and Wah region, second category

consisted Lahore, Multan and Peshawar regions, while the third category included

under Kharian, Gujranwala, Bahawalpur, Karachi and Quetta Regions. The examining

and evaluating body of all secondary schools in the ten regions is Federal Board of

Intermediate & Secondary Education.

Data were collected for the present study through questionnaires. The

questionnaires were mailed along with self addressed stamped envelopes to all the

respondents. Personal electronic resources and help from colleagues and

Principal/Headmasters/Headmistresses were sought to collect filled in questionnaires

from respondents. The respondents of the questionnaire were secondary school

teachers, trained graduate teachers and students of class X enrolled during the session

2013-15. The academic achievements of the learners were collected from result

gazette of SSC-I for the year 2014 from Federal Board of Intermediate & Secondary

Education.

301

Content validity of the questionnaire was ensured with the consultation of

three experts in the field of education. Whereas, the Cronbach Alpha was used to find

out the internal consistency and reliability of the research instrument. SPSS version

19 was used to find the Cronbach’s Alpha value for forty two items. Six items are

related to demographic data. After the collection of data, analyses were made through

statistical tests i.e. Chi Square, Mann Whiteny U test and Median test.

5.2 Findings

Following were the major findings of the study on the basis of analyses:

(i) It was found that classroom environment during teaching learning

process was effective for academic achievement at secondary school

level. The classroom environment indicated the existence of adequate

physical and modern instructional facilities of classroom for teaching

and learning process. The positive effect of classroom environment on

academic achievement was found for small, medium and large

category schools (Table 4.2.2.15, Table 4.5.2.15, Table 4.8.2.15 &

Table 4.20.1).

(ii) The results were found significant in relation to motivation, since the

calculated value of Chi Square was greater than the table value. This

illustrated the effectiveness of motivation for academic achievement of

students from of all the three categories (Table 4.3.2.15, Table

4.6.2.15, Table 4.9.2.15 & Table 4.21.1).

(iii) It was also revealed that there is a positive significant effect of teacher

feedback on academic achievement of secondary students in learning.

The teacher feedback was considered as the effective tool used to

enhance the level of academic achievement of students in both boys

302

and girls as well as all the three categories of schools (Table 4.4.2.15,

Table 4.7.2.15, 4.10.2.15 & Table 4.22.1).

(iv) 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 to be significant (Table

4.23.1).

(v) A positive significant effect of classroom environment and teacher

feedback in learning process on academic achievement of secondary

school students was noted, because 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 to be

significant (Table 4.24.1).

(vi) 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 value. Therefore, the combined

effect of motivation and teacher feedback was found to be significant

(Table 4.25.1).

(vii) The combined effect of three variables namely classroom environment,

motivation and teacher feedback was positive and significant on

academic achievement of secondary students because, the calculated

value of Chi Square in Median test was greater than the table value.

303

Therefore, it illustrated the positive significant effect on academic

achievement of students (Table 4.26.1).

5.3 Conclusions

Following conclusions were drawn on the basis of analysis and findings:

(i) There is a positive significant effect of classroom environment on

academic achievement of secondary school students in small, medium

and large category schools.

(ii) Positive significant effect of classroom motivation exists on academic

achievement of secondary school students in small, medium and large

category schools.

(iii) There is a positive significant difference in academic achievement of

secondary school students so far as teacher feedback in small,

medium and large category schools is concerned.

(iv) There is a positive significant effect of classroom environment and

motivation on academic achievement of secondary school students in

small, medium and large category schools.

(v) Significant effect of classroom environment and teacher feedback on

academic achievement of secondary school students exists in small,

medium and large category schools.

(vi) There is a positive significant effect of classroom motivation and

teacher feedback on academic achievement of students in small,

medium and large category schools.

(vii) There is a positive significant effect of classroom environment,

motivation and teacher feedback on academic achievement of

304

secondary school students in small, medium and large category

schools.

5.4 Recommendations

The researcher was able to make following recommendations on the

basis of findings and conclusions, and to suggest further areas of research for future

development in the field of education in Pakistan:

5.4.1 Recommendations for Teachers

(i) Teachers may use feedback during learning process for keeping the

students in right direction in relation to provide immediate written or

verbal feedback to students during teaching to concept clarification,

awareness of their own strengths and weaknesses, and for

improvement in learning.

(ii) Use of multimedia, computers and internet may be introduced in

secondary school classrooms to meet the demands of present era.

Teachers may be given training in proper use of such equipment for

instructional purpose.

5.4.2.1 Recommendations for Administration

(i) Classroom environment might be made attractive for teaching learning

process in secondary schools of Pakistan. For this purpose, some extra

funds may be allocated to make the classroom learning environment

equipped with basic and modern facilities. Teachers may use

innovative ways to make classroom environment attractive for

students.

(ii) Authorities may introduce training programs on motivation for

teachers to enhance their knowledge and competence and at the same

305

time enable them to use various motivating techniques in the

classroom.

(iii) Generally academic achievement of girls schools is better than boys

schools, it can help if some insentive schemes are initiated to

encourage female teachers for further improvement in academic

achievement of their students.

5.5 Topics for Further Research

The following topics are given by the researcher for further research in

the field of education in Pakistan:

(i) The present study was carried out in Federal Government Educational

Institutions (Cantt/Garrison) schools. Research may be conducted in

government schools as well as private schools using the variables of

the present study.

(ii) Research may be conducted in schools by adding more innovative

instructional tools by using variable classroom environment.

(iii) Experimental studies may be suggested at secondary school level by

using variable motivation.

(iv) The individual and combined effect of the variables of present research

may be conducted at primary, elementary and higher education level.

306

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347

Appendices

348

Appendix-A

Annual Results of Boys and girls in Class IX from

Large Category Schools

S.No Name of School Total App A1 A B C D E F/Comp 1 F G Boys Public Secondary

School Mahfooz Road Rwp

Cantt

247 247 246 35 33 51 46 04 00 77

2 FG Public School

Mahfooz Road

Rawalpindi

55 54 03 05 11 04 01 00 30

3 FG Public School (2nd

Shift) Mahfooz Road,

Rawalpindi

222 221 05 08 13 25 13 01 156

4 FG Technical High

School Chaklala

Rawalpindi

97 97 01 09 08 15 05 00 59

5 FG Boys High School

No 1 Chaklala

Rawalpindi

342 338 04 11 23 32 08 00 260

6 FG Technical High

School Tariqabad

Rawalpindi

188 187 09 10 19 14 04 00 131


No 1 Tariqabad

Rawalpindi

64 64 02 02 01 05 02 00 52

8

FG Boys High School

Attock

229 227 32 32 51 43 05 00 64

9 FG Boys Public School

Wah Cantt

68 68 07 12 11 07 05 00 26


Sanjwal

383 382 01 23 45 66 15 00 232

349


No 7 Wah Cantt

20 20 01 01 05 08 00 00 05

Total 1915 1907 100 113 238 265 62 00 1092

12 FG Sir Syed Girls

Secondary School

Rawalpindi

267 267 37 72 68 33 02 00 55

13 FG Girls High School

Tariqabad Rawalpindi

110 109 12 32 33 17 03 00 12


Ch Iqbal Road

Rawalpindi

192 190 25 26 43 31 10 00 55

15 FG Girls Public School

Lalazar Rawalpindi

90 88 34 23 22 03 00 00 06

16 FG Girls School MH

Road Rawalpindi

99 99 05 18 35 15 03 00 23


Attock

89 89 04 06 19 19 06 00 35


Wah Cantt

192 192 51 45 41 26 03 00 26


No 3 Wah Cantt

126 126 25 41 36 04 00 00 10


Sanjwal

81 80 10 06 40 10 01 00 13


KARF Kamra

10 10 05 04 01 00 00 00 00

Total 1256 1251 208 273 338 158 28 00 235

G TOTAL

3171

3158

308

386

576

423

90

00

1327

350

Appendix-B


Medium Category Schools

S.No Name of School Total App A1 A B C D E F/Comp

1 FG Boys High

School No 5 Lahore

43 43 03 03 03 08 00 00 26

2 FG Boys High

School No 1 Multan

127 125 20 22 28 14 06 00 35

3 FG Boys High

School No 2 Multan

98 97 15 16 19 15 04 00 28

4 FG Tech High

School Tariq Road

Peshawar

38 38 00 03 03 04 00 00 28

Total 306 303 38 44 53 41 10 00 117

5

FG Girls High

School RA Bazar

Lahore

137 137 14 28 39 27 04 00 25

6

FG SMHS (NH)

Girls High School

Multan

61 60 08 15 11 11 02 00 13

7

FG Girls High

School Multan

170 169 12 21 35 22 00 00 79

8

FG Girls Public

School Peshawar

55 55 07 11 13 14 02 00 08

Total 494 492 72 100 109 75 08 00 128

G TOTAL

800

795

110

144

162

116

18

00

245

351

Appendix-C


Small Category Schools

S.No Name of School Total App A1 A B C D E F/Comp

1

FG Boys High School

Kharian

99 98 01 06 19 13 01 00 58


Sialkot

94 93 03 13 08 11 03 00 55


Bahawalpur

66 66 09 09 06 09 03 00 30


Hyderabad

56 55 00 01 04 06 00 00 44


Quetta

138 138 04 06 17 18 01 00 92

Total 453 450 17 35 54 57 08 00 279


Kharian

72 72 11 14 22 16 00 00 09

7 FG Girls Secondary

School Sialkot

36 36 12 08 09 03 01 00 03


Bahawalpur

72 72 16 21 10 08 00 00 17


Hyderabad

17 17 05 06 04 01 00 00 01


Quetta

73 73 06 14 21 08 02 00 22

Total 270 270 50 63 66 36 03 00 52

G TOTAL

723

720

67

98

120

93

11

00

331

352

Appendix - D

Population List of Boys & Girls Secondary Schools in Large Category

(Regions: Rawalpindi & Wah)

S.

No

Old Name of Institution Approved Name of Institution

1 FG Sir Syed Boys Secondary School

Rawalpindi

FG Sir Syed Public School (Boys)

Rawalpnidi

2 FG Sir Syed Girls Secondary School

Rawalpindi

FG Sir Syed Public School (Girls)

Rawalpnidi

3 FG Public School Mahfooz Road

Rawalpindi

FG Public School Mahfooz Road

Rawalpindi

4 FG Boys High School No 1 Chaklala

Rawalpindi

FG Public School No 1 (Boys)

Chaklala Rawalpnidi


Rawalpindi


Chaklala Rawalpnidi

6 FG Technical High School Chaklala

Rawalpindi


Chaklala Rawalpnidi

7 FG Girls High School No 1 Chaklala

Rawalpindi

FG Public School No 1 (Girls)

Chaklala Rawalpnidi

8 FG Girls High School No 2 Chaklala

Rawalpindi


Chaklala Rawalpnidi

9 FG Sir Syed Boys Secondary School

(2nd Shift) Rawalpindi

FG Sir Syed Public School (Boys) (2nd

Shift) Rawalpindi


(2nd Shift) Rawalpindi

FG Sir Syed Public School (Girls) (2nd

Shift) Rawalpindi

11 FG Public School (2nd Shift) Mahfooz

Road, Rawalpindi

FG Public School (2nd Shift) Mahfooz

Road, Rawalpindi

12 FG Girls High School No 2 (2nd Shift)

Chaklala Rawalpindi

FG Public School No 2 (Girls) (2nd

Shift) Chaklala Rawalpindi

13 FG Technical High School (2nd Shift)

Chaklala Rawalpindi

FG Public School No 3 (2nd Shift)

Chaklala Rawalpnidi

353

S.

No

Old Name of Institution

Approved Name of Institution

14

FG Boys High School No 1



Tariqabad Rawalpnidi

15 FG Technical High School Tariqabad

Rawalpindi



16 FG Girls High School Tariqabad

Rawalpindi

FG Public (Girls) Tariqabad

Rawalpnidi

17 FG Boys Secondary School Adamjee

Road Rawalpindi

FG Public School (Boys) Adamjee

Road Rawalpindi

18 FG Boys High School Marir Hassan

Rawalpindi

FG Public School (Boys) Marir

Hassan Rawalpindi

19 FG Boys High School Daryabad

Rawalpindi

FG Public School (Boys) Daryabad

Rawalpindi

20 FG Boys Secondary School Peshawar

Road Rawalpindi

FG Public School (Boys) Peshawar

Road Rawalpindi

21 FG Boys Secondary School Nai

Chawni Rawalpindi

FG Public School (Boys) Nai Chawni

Rawalpindi

22 FG Girls Secondary School Nai

Chawni Rawalpindi

FG Public School (Girls) Nai Chawni

Rawalpindi

23 FG Boys High School RA Bazar

Rawalpindi

FG Public School (Boys) RA Bazar

Rawalpindi

24 FG Girls Public School Lalazar

Rawalpindi

FG Public School (Girls) Lalazar

Rawalpindi

25 FG Girls Public School Abid Majeed

Road Rawalpindi

FG Public School (Girls) Abid

Majeed Road Rawalpindi

26 FG Girls Public School (2nd Shift)

Lalazar Rawalpindi

FG Public School (Girls) (2nd Shift)

Lalazar Rawalpindi

27 FG Girls Public School (2nd Shift)

Abid Majeed Road Rawalpindi


Abid Majeed Road Rawalpindi

28 FG Girls High School Ch Iqbal Road

Rawalpindi

FG Public School (Girls) Ch Iqbal

Road Rawalpindi

354

S.

No



29 FG Girls High School (2nd Shift) Ch

Iqbal Road Rawalpindi


Ch Iqbal Road Rawalpindi

30 FG Girls High School Kashmir Road

Rawalpindi

FG Public School (Girls) Kashmir

Road Rawalpindi

31 FG Girls High School Misrial Road

Rawalpindi

FG Public School (Girls) Misrial Road

Rawalpindi

32 FG Girls High School Daryabad

Rawalpindi

FG Public School (Girls) Daryabad

Rawalpindi

33 FG Public School CMT & SD Golra

Rawalpindi

FG Public School CMT & SD Golra

Rawalpindi

34 FG Public School (2nd Shift) CMT &

SD Golra Rawalpindi

FG Public School (2nd Shift) CMT &

SD Golra Rawalpindi

35 FG Public School (2nd Shift) Morgah

Rawalpindi

FG Public School (2nd Shift) Morgah

Rawalpindi

36 FG Boys Secondary School (2nd Shift)

Peshawar Road Rawalpindi

FG Public School (Boys) (2nd Shift)

Peshawar Road Rawalpindi

37 FG Boys High School (2nd Shift) Nai

Chawni Rawalpindi

FG Public School (Boys) (2nd Shift)

Nai Chawni Rawalpindi

38 FG Girls School MH Road

Rawalpindi

FG Public School (Girls) MH Road

Rawalpindi

39 FG Boys High School Attock FG Public School (Boys) Attock

40 FG Girls High School Attock FG Public School (Girls) Attock

41 FG Boys High School Mansar Camp

Attock

FG Public School Mansar Camp

Attock

42 FG Boys Public School Jhelum FG Public School No 1 (Boys) Jhelum

43 FG Girls Public School Jhelum FG Public School No 1 (Girls) Jhelum

44 FG Boys High School Jhelum FG Public School No 2 (Boys) Jhelum

45 FG Boys Public School Abbotabad FG Public School (Boys) Abbotabad

46 FG Girls Public School Abbotabad FG Public School (Girls) Abbotabad

47 FG Burki Girls High School AMC

Centre Abbotabad

FG Public School (Girls) AMC Centre

Abbotabad

355

S.

No



48 FG Boys High School Barian Murree FG Public School Barian Murree

49 FG Boys Public School Wah Cantt FG Public School No 1 (Boys) Wah

Cantt

50 FG Boys High School No 6 Wah

Cantt

FG Public School No 2 (Boys) Wah

Cantt


Cantt


Cantt


Cantt


Cantt


Cantt


Cantt

54 FG Model High School Wah Cantt FG Model Public School Wah Cantt

55 FG Boys Public School Wah Cantt FG Public School No 1 (Boys) (2nd

Shift) Wah Cantt

56 FG Girls High School No 1 Wah

Cantt

FG Public School No 1 (Girls) Wah

Cantt


Cantt


Cantt


Cantt


Cantt


Cantt


Cantt


Cantt


Cantt

61 FG Girls Public School Wah Cantt FG Public School No 6 (Girls) Wah

Cantt


Cantt


Cantt

63 FG Girls High School Taxila FG Public School Taxila

64 FG Boys High School Sanjwal FG Public School (Boys) Sanjwal

356

S.

No


65 FG Girls High School Sanjwal FG Public School (Girls) Sanjwal

66 FG Boys Public School PAC Kamra FG Public School PAC Kamra

67 FG Boys Public School AMF Colony

Kamra

FG Public School AMF Kamra

68 FG Girls High School KARF Kamra FG Public School KARF Kamra

69 FG Public School Havelian FG Public School Havelian

70 FG Boys High School Havelian FG Public School No 1 (Boys)

Havelian

357

Appendix – E

Population List of Boys & Girls Secondary Schools in Medium Category

(Regions: Lahore, Multan & Peshawar)

S.

No


1 FG Abid Majeed Boys High

School RA Bazar Lahore

FG Abid Majeed Public High School

(Boys) RA Bazar Lahore

2 FG Girls High School RA Bazar

Lahore

FG Public School No 1 (Girls) RA Bazar

Lahore

3 FG Boys High School No 1

Lahore

FG Public School No 1 (Boys) Lahore


Lahore


5 FG Girls High School No 4 Lahore FG Public School No 4 (Girls) Lahore


Lahore


7 FG Girls Model High School

Lahore

FG Public School (Girls) Sarwar Road

Lahore

8 FG Boys High School Chunian FG Public School (Boys) Chunian

9 FG Girls High School Chunian FG Public School (Girls) Chunian

10 FG Boys Public School Multan FG Public School (Boys) Sher Shah Road

Multan

11 FG Girls Public School Multan FG Public School (Girls) Sher Shah Road

Multan


Multan

FG Public School No 1 (Boys) Multan


Multan

FG Public School No 2 (Boys) Multan

14 FG Girls High School Multan FG Public School No 3 (Girls) Multan

15 FG SMHS (NH) Girls High School

Multan

FG SMHS (NH) Public School (Girls)

Multan

358

S.

No



16 FG Boys Secondary School (2nd

Shift) Multan

FG Public School No 2 (Boys) (2nd Shift)

Multan

17 FG Girls Secondary School (2nd

Shift) Multan

FG Public School No 3 (Girls) (2nd Shift)

Aurang Zeb Road Multan

18 FG Boys High School Okara FG Public School No 1 (Boys) Okara

19 FG Girls High School Okara FG Public School No 2 (Girls) Okara

20 FG Boys Public School Peshawar FG Public School (Boys) Khyber Road

Peshawar

21 FG Girls Public School Peshawar FG Public School (Girls) Khyber Road

Peshawar

22 FG Tech High School Tariq Road

Peshawar

FG Public School Tariq Road Peshawar

23 FG Girls High School Stadium

Road Peshawar

FG Public School (Girls) Stadium Road

Peshawar

24 FG Girls High School No 4

Peshawar

FG Public School No 4 (Girls) Peshawar

25 FG Girls Public School Abid

Majeed Road Rawalpindi

FG Public School (Girls) Abid Majeed

Road Rawalpindi

26 FG Public School Warsak FG Public School Warsak

27 FG Boys High School Nowshera FG Public School No 1 (Boys) Nowshera

28 FG Girls High School Nowshera FG Public School No 2 (Girls) Nowshera

29 FG Sapper Boys High School

Risalpur

FG Sapper Public School No 2 (Boys)

Risalpur

30 FG Girls High School Risalpur FG Public School No 3 (Girls) Risalpur

359

S.

No


31 FG Sapper Girls High School

Risalpur

FG Sapper Public School No 4 (Girls)

Risalpur

32 FG Model High School Mardan FG Model Public School No 2 Mardan

33 FG Girls High School PRC

Mardan

FG Public School No 3 (Girls) PRC

Mardan

34 FG Public School Kohat FG Public School No 1 Kohat

35 FG Boys High School Kohat FG Public School No 2 (Boys) Kohat

36 FG Girls High School STC Kohat FG Public School No 3 (Girls) STC

Kohat

37 FG Boys Public School Bannu FG Public School (Boys) Bannu

38 FG Girls Public School Bannu FG Public School (Girls) Bannu

39 FG Model High School D.I Khan FG Public School D.I Khan

360

Appendix – F

Population List of Boys & Girls Secondary Schools in Small Category

(Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)

S.

No


1 FG Boys Public School Kharian FG Public School (Boys) Kharian

2 FG Girls Public School Kharian FG Public School (Girls) Kharian

3 FG Boys High School Kharian FG Public School No 1 (Boys) Kharian

4 FG Girls High School Kharian FG Public School No 2 (Girls) I.J.

Colony Kharian

5 FG Boys High School Gujranwala FG Public School No 1 (Boys)

Gujranwala

6 FG Girls High School Gujranwala FG Public School No 2 (Girls)

Gujranwala

7 FG Boys Public School Sialkot FG Public School No 1 (Boys) Sialkot

8 FG Girls Public School Sialkot FG Public School No 1 (Girls) Sialkot

9 FG Boys Secondary School Sialkot FG Public School No 2 (Boys) Tariq

Road Sialkot

10 FG Girls Secondary School Sialkot FG Public School No 2 (Girls) Aziz

Shaheed Road Sialkot

11 FG Boys High School Tariqabad

Sargodha


Tariqabad Sargodha

12 FG Girls Secondary School Chak-

87/NB Sargodha

FG Public School (Girls) Chak-87/NB

Sargodha

361

S.

No



Bahawalpur

FG Public School (Boys) Bahawalpur


Bahawalpur

FG Public School (Girls) Bahawalpur

15 FG Boys High School Trust

Colony Bahawalpur

FG Public School No 1 (Boys) Trust

Colony Bahawalpur

16 FG Girls Secondary School

Bahawalpur


Bahawalpur

17 FG Minwala Girls Public School

Karachi

FG Minwala Public School (Girls)

Karachi

18 FG Boys High School Abbysinia

Lines Karachi

FG Public School (Boys) Abbysinia

Lines Karachi

19 FG Boys High School Hyderabad FG Public School No 1 (Boys)

Hyderabad

20 FG Girls High School Hyderabad FG Public School No 2 (Girls)

Hyderabad

21 FG Boys Secondary School Pano

Aqil

FG Public School No 1 (Boys) Pano

Aqil

22 FG Boys Public School Quetta FG Public School (Boys) Madrisa Road

Quetta

23 FG Girls Public School Quetta FG Public School (Girls) Quetta

24 FG Boys High School Quetta FG Public School (Boys) Tufail Road

Quetta

25 FG Girls High School Quetta FG Public School (Girls) aziz Bhatti

Road Quetta

362

Appendix - G

Sample List of Boys Secondary Schools in Large Category


S.

No


1 FG Public School Mahfooz Road

Rawalpindi

FG Public School Mahfooz Road

Rawalpindi

2 FG Public School (2nd Shift) Mahfooz

Road, Rawalpindi

FG Public School (2nd Shift) Mahfooz

Road, Rawalpindi

3 FG Technical High School Chaklala

Rawalpindi


Chaklala Rawalpnidi


Rawalpindi


Chaklala Rawalpnidi

5 FG Technical High School Tariqabad

Rawalpindi







7

FG Boys High School Attock

FG Public School (Boys) Attock

8 FG Boys Public School Wah Cantt FG Public School No 1 (Boys) Wah

Cantt

9 FG Boys High School Sanjwal FG Public School (Boys) Sanjwal


Cantt


Cantt

11

FG Boys Public School PAC Kamra

FG Public School PAC Kamra

363

Appendix - H

Sample List of Girls Secondary Schools in Large Category


S.

No



Rawalpindi

FG Sir Syed Public School (Girls)

Rawalpnidi

2 FG Girls High School Tariqabad

Rawalpindi

FG Public (Girls) Tariqabad

Rawalpnidi

3 FG Girls High School Ch Iqbal Road

Rawalpindi

FG Public School (Girls) Ch Iqbal

Road Rawalpindi

4 FG Girls Public School Lalazar

Rawalpindi

FG Public School (Girls) Lalazar

Rawalpindi

5 FG Girls School MH Road

Rawalpindi

FG Public School (Girls) MH Road

Rawalpindi

6 FG Girls High School Attock FG Public School (Girls) Attock

7

FG Girls Public School Wah Cantt FG Public School No 6 (Girls) Wah

Cantt


Cantt


Cantt

9 FG Girls High School Sanjwal FG Public School (Girls) Sanjwal

10 FG Girls High School KARF Kamra FG Public School KARF Kamra

364

Appendix - I

Sample List of Boys Secondary Schools in Medium Category


S.

No


1 FG Boys High School No 5 Lahore FG Public School No 5 (Boys)

Lahore

2 FG Boys High School No 1 Multan FG Public School No 1 (Boys)

Multan

3 FG Boys High School No 2 Multan FG Public School No 2 (Boys)

Multan

4 FG Tech High School Tariq Road

Peshawar

FG Public School Tariq Road

Peshawar

365

Appendix - J

Sample List of Girls Secondary Schools in Medium Category


S.

No


1

FG Girls High School RA Bazar

Lahore

FG Public School No 1 (Girls) RA

Bazar Lahore

2

FG SMHS (NH) Girls High School

Multan

FG SMHS (NH) Public School (Girls)

Multan

3

FG Girls High School Multan

FG Public School No 3 (Girls) Multan

4

FG Girls Public School Peshawar

FG Public School (Girls) Khyber Road

Peshawar

366

Appendix - K

Sample List of Boys Secondary Schools in Small Category


S.

No


1

FG Boys High School Kharian

FG Public School No 1 (Boys) Kharian

2

FG Boys Public School Sialkot

FG Public School No 1 (Boys) Sialkot

3

FG Boys Public School

Bahawalpur

FG Public School (Boys) Bahawalpur

4

FG Boys High School Hyderabad

FG Public School No 1 (Boys) Hyderabad

5

FG Boys Public School Quetta

FG Public School (Boys) Madrisa Road

Quetta

367

Appendix - L

Sample List of Girls Secondary Schools in Small Category


S.

No



Kharian

FG Public School No 2 (Girls) I.J. Colony

Kharian

2 FG Girls Secondary School

Sialkot

FG Public School No 2 (Girls) Aziz Shaheed

Road Sialkot


Bahawalpur

FG Public School (Girls) Bahawalpur


Hyderabad

FG Public School No 2 (Girls) Hyderabad


Quetta

FG Public School (Girls) Quetta

368

Appendix-M

Respected Sir/Madam,

Assalam-o-Alaikum!

I feel great honor to have your attention to my personal as well as

national educational cause. I am a student of PhD Program at Mohi Ud Din Islamic

University and working on my research topic “The Effect of classroom environment,

motivation and teacher feedback on academic achievement of secondary school

students in Pakistan”. You are requested to kindly spare your precious time for

filling up this questionnaire. I ensure you that this information will be used only for

research purpose.

Regards,

Tariq Javed

SST

F G Boys High School No. 1,

Tariqabad, Rwp Cantt.

Questionnaire for Teachers

SECTION A: DEMOGRAPHIC DATA

1. Name (optional):______________________________________________

2. Institution:___________________________________________________

Note: Please Tick the relevant box.

3. Sex Male Female

4. Qualifications

Academic

B.A/B.Sc. MA/M.Sc. M.Phil. /M.S. PhD

Professional

PTC/CT B.Ed/B.S.Ed. M.Ed/M.S.Ed. M.Phil. PhD

5. Teaching Experience

0-5 Years 6-10 Years 11-15 Years More than 15 Years

6. Designation

MTT TUGT TGT SST AHM/VP

369

SECTION B

Note: Given below are some statements followed by five levels of your agreement

or disagreement. Please Tick -⁄ the box which is the closest to your opinion.

SA= Strongly Agree A= Agree UNC= Undecided

DA= Disagree SDA= Strongly Disagree

S.No Statements

Options

SA A UNC DA SDA

7 I provide opportunity for free educational

discussion in my classroom.

8 The whole area of my classroom has the facility

of bright light.

9 The classroom environment is comfortable for

students.

10 I have access to all students of my class during

teaching.

11 Creative activities of students are performed in

classroom.

12 It is easy for me to teach in small class as

compared to large one.

13 The classroom temperature is comfortable in all

seasons.

14 Classroom has a writing board facility.

15 I have easy access to height of writing board

during teaching.

16 Proper guidance is provided by teachers relating

to assignments/homework.

17 Students are given corporal punishment on

violation of classroom discipline.

18 Classroom student chairs can be rearranged

easily.

19 Computers and internet are used in my

classroom.

20 Classroom chairs are comfortable for the

students.

21 I encourage the students to explore their natural

talent

22 Expectations are developed in students to

achieve high grades.

23 Efforts are made to create interest in students

for learning.

24 The desire of my students is to learn with

interest.

25 Emotions are controlled and utilized by teachers

to motivate students.

26 Students are praised during learning process.

370

Thanks

S.No Statements

Options

SA A UNC DA SDA

27 Students are encouraged to find solutions of the

problems.

28 Computers and internet motivate students to

achieve high grades.

29 Group work by students in classroom is

appreciated.

30 Highly motivated students achieve high grades.

31 Low motivated students have low performance

level.

32 Students achieve high grades if they receive

prizes, rewards or praise.

33 Students like to hear stories of successful

persons of the world.

34 Personality of the teacher is the source of

inspiration for students to achieve high grades.

35 Students understand the message of my gestures

during teaching.

36 Student feelings about teacher feedback

improve teaching learning process.

37 The comment like Excellent, very good or good

is not very helpful feedback.

38 Students are informed of the objectives of the

lesson.

39 Immediate feedback is provided to students on

their mistakes.

40 Assignment/homework is useful for students if

helping comments are made on them.

41 Questions related to content are asked from

students during teaching.

42 Oral feedback for students is necessary during

discussion.

43 Feedback by the teacher needs to take care of

individual differences of learners.

44 Students like to read and follow on written

comments of teachers.

45 Teacher’s feedback reduces cognitive load of

students.

46 Feedback at the end of a term should be based

upon present and earlier weaknesses.

47 Students can improve their writing with the

help of feedback from teacher.

48 Feedback during classroom discussion can be

helpful in solving behavioral problems.

371

Appendix-N

373

Appendix-O

List of Experts for Validation of Questionnaire

S.No Experts

1

Professor Dr. Muhammad Aslam Asghar

Mohi ud Din Islamic University (MIU) Nerian Sharif AJ & K.

2

Dr. Javed Iqbal

Professor in Education/Director Mass Education Department,

Sarhad University of Science & Information Technology (SUIT)

Peshawar

3

Dr. Muhammad Munir Kayani

Assistant Professor/Acting Chairman Department of Education,

International Islamic University (IIUI) Islamabad.

4

Dr. Makhdoom Ali Syed

Subject Specialist (SS), Govt Dannys Higher Secondary School

Saddar Rawalpindi

effect of classroom environment, motivation and...

Documents