Tariq Javed Education HSR 2017 Mohi Ud Din Islamic Univ AJK 23.11.2017 PDF

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
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
ii
In the name of Almighty Allah, the most merciful, the beneficent
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DEDICATED
To my Beloved Late Parents

(Muhammad Younas Mughal & Maqsooda Bibi),
Sisters, Wife & Children
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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
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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
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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.
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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
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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
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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_______
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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____________
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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
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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
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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
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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
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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
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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
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LIST OF TABLES
Table Title Page

2.1 Grades of Academic Achievement 40
2.2 Covered Area of Classrooms 48
2.3 Height of writing Boards 48
2.4 Number of Students in Various Classes 63
2.5 Pupil-Teacher Ratio 64
2.6 Interpretation of Feedback 115
3.1 Population of the Study 133
3.2 Sample Size (S) Required for Given Population Size (N) for the 135
Study
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
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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
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4.2.2.15 Overall Classroom Environment Scores in Large Category 163

Schools
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 166

High Grades
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
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High Grades
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 175

about Teacher Feedback
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 177

Teaching
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 177

Learners
4.4.1.10 Students Liking to Read and Follow Teacher’s Written Feedback 178
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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 179

Feedback
4.4.1.13 Improvements in Writing Skill with Teacher Feedback 179
4.4.1.14 Solution of Behavioral Problems with Teacher Feedback 179


Teaching

Learners

Feedback
4.4.2.15 Overall Teacher Feedback Scores in Large Category Schools 185
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xxiv
4.5.2.15 Overall Classroom Environment Scores in Medium Category 196
Schools

High Grades

High Grades
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4.6.2.15 Overall Motivation Scores in Medium Category Schools 207


Teaching

Learners

Feedback
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Teaching

Learners

Feedback
4.7.2.15 Overall Teacher Feedback Scores in Medium Category Schools 218
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4.8.2.15 Overall Classroom Environment Scores in Small Category 229

Schools
xxviii

High Grades

High Grades
xxix
4.9.2.15 Overall Motivation Scores in Small Category Schools 239


Teaching

Learners

Feedback

xxx
Teaching

Learners

Feedback
4.10.2.15 Overall Teacher Feedback Scores in Small Category Schools 251

4.11.1 Views of Female Teachers 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 256

Schools
4.13 Teacher Feedback and Academic Achievement in Small Category 260

Schools
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4.14 Motivation and Academic Achievement in Large Category 264

Schools
4.15 Motivation and Academic Achievement in Medium Category 268

Schools
4.16 Motivation and Academic Achievement in Small Category 272

Schools
4.17 Teacher Feedback and Academic Achievement in Large Category 276

Schools
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4.18 Teacher Feedback and Academic Achievement in Medium 280
Category Schools
4.19 Teacher Feedback and Academic Achievement in Small Category 284

Schools
4.20.1 Overall Effect of Classroom Environment on Academic 288

Achievement
4.21.1 Overall Effect of Motivation on Academic Achievement 289
4.22.1 Overall Effect of Teacher Feedback on Academic Achievement 290
4.23.1 Effect of Classroom Environment and Motivation on Academic 291

Achievement
4.24.1 Effect of Classroom Environment and Teacher Feedback on 292

Academic Achievement
4.25.1 Effect of Motivation and Teacher Feedback on Academic 293

Achievement
4.26.1 Effect of Classroom Environment, Motivation and Teacher 294

Feedback on Academic Achievement
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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
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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
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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).
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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.
2
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,
3
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
4
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).
5
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
6
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.
7
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
8
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
9
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
10
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.
11
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
12
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.
13
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).
14
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.
15
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
16
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.
17
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.
18
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.
19
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.
20
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
21
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
22
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
23
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
24
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
25
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
26
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
27
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:
𝑀𝑒𝑛𝑡𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡

IQ = 𝑋 100
𝐶ℎ𝑟𝑜𝑛𝑜𝑙𝑜𝑔𝑖𝑐𝑎𝑙 𝑎𝑔𝑒 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡
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.
28
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
29
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
30
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).
31
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
32
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
33
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).
34
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
35
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:
36
Input Process Output
Assessment Techniques
Feedback Techniques Academic

Teaching Learning
Achievement
Classroom Management Process
Techniques
Pedagogy
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
37
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
38
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:
39
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
40
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
41
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.
42
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
43
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
44
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).
45
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:
46
Fixtures
Furniture
Covered Area
Writing
Board
Class Size
Classroom
Environment
Flipped
Learning
Information
Technology
Freedom of
Discussion
Classroom
Management
Figure2.2: Factors of Classroom Environment
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
47
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
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
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.
48
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
49
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,
50
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
51
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
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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
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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.
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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.
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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
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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).
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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.
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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
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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
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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
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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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Praise Prizes
Rewards
Physical
Environment
Audio Extrinsic
Visual Aids Motivation
Incentives
Clapping
Teaching
Strategies
Learner
Achievement
Attention
Challenges
Desire
Emotions
Intrinsic
Motivation
Interest
Self
Direction
Feelings Willingness
Devotion
Figure2.3: Factors Effecting Learner Academic Achievement
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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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Verbal
Feedback
Gestural
Written
Feedback
Feedback
Teacher
Feedback
Formative Feedback on
Feedback Homework
Figure2.4: Factors making Teacher Feedback
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
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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
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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.
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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 It informs learners about correct response without any additional
response 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
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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,
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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
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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
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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:
Classroom
Environment
Learning Motivation
Process
Teacher
Feedback
Effectiveness
Figure2.5: Relationship of Learning Process and Effectiveness
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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
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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).
126
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:
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Classroom Environment
Questionnaire
SSTs & TGTs Class X Students
Responses
Analysis
Figure3.1: Research Design of the Study
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
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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:
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School
Motivation Classroom Teacher

Environment Feedback
Intrinsic Class Size Assessment

Motivation Techniques
Light
Extrinsic Feedback
Motivation Temperature Techniques
Motivation Writing Formative

Techniques Board Feedback
A V Aids Summative
Feedback
Furniture
and Fixture Gestures
Computers Verbal
Feedback
Written
Feedback
Feedback on
Homework
Figure3.2: Conceptual Framework of the study
130
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.
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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.
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Table 3.1 Population of the Study
Secondary Schools Teachers Students
S. No Regions Boys Girls Total Male Female Total Boys Girls Total
01 Rawalpindi 026 022 048 543 402 945 2831 2139 4970
02 Wah 011 011 022 216 233 449 1982 1645 3627
03 Lahore 005 004 009 062 075 137 0470 361 0831
04 Multan 006 005 011 097 079 176 0397 420 0817
05 Peshawar 009 010 019 148 142 290 0267 393 0660
06 Kharian 002 002 004 033 032 065 0167 134 0301
07 Gujranwala 004 004 008 059 051 110 0259 178 0437
08 Bahawalpur 002 002 004 036 033 069 0311 102 0413
09 Karachi 003 002 005 037 035 072 0102 118 0220
10 Quetta 002 002 004 040 022 062 0234 138 0372
Total 070 064 134 1271 1104 2375 7020 5628 12648
Source: Federal Govt Educational Institutions (C/G) Directorate Rawalpindi
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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).
134
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
Rwp 07 06 13 65 65 130 70 60 130
Large Wah 04 04 08 40 40 80 40 40 80
Lahore 01 01 02 25 25 50 20 20 40
Medium Multan 02 02 04 25 25 50 20 20 40
Peshawar 01 01 02 10 10 20 10 20 30
Kharian 01 01 02 05 05 10 10 10 20
Small 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

137
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.
139
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
140
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.
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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
143
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:
(Oij – Eij)2
𝛘2 = ∑ 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:
n1 (n1 + 1 )
U1 = R1 - 2
Where 𝑛1 represents the sample size of first sample while 𝑅1 denotes
the sum of ranks for first sample.
Similarly,
𝑛2 (𝑛2 + 1 )
U2 = 𝑅2 - 2
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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.
145
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
146
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 105 100 95.23
Male Teachers 105 95 90.47
Boys of Class X 110 110 100
Girls of Class X 100 100 100
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.
147
Table 4.1.2 Response Rate from Medium Category Schools

Returned Responses
Female Teachers 60 55 91.66
Male Teachers 60 57 95
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 25 22 88
Male Teachers 25 22 88
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.
148
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.
149
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.
150
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
151
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.
152
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
153
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
154
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
155
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
156
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
157

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
158
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
159
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
160
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
161

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
162
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
163
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
164
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
165
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.
166
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
167
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.
168

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
169

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
170
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
171

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.
172

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
173
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
174
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 𝜒 2 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.
175
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
176
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
177
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.
178
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
179
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
180

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
181
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
182
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
183

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
184
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.
185
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.
186

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
187

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
188

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
189

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

190
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
191

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.
192

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
193

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
194

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
195
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
196
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
197
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
198
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
199
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.
200

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.
201

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
202

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
203
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
204

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
205
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.
206
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
207
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
208
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.
209
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
210

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.
211
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
212
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
213

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
214
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
215
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
216

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
217
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:
218
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
219

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
220

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.
221

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.
222

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
223
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
224
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
225

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.
226

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
227

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.
228
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
229
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
230
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
231
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.
232

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
233
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
234
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
235
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
236
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
237
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
238
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.
239
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
240

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
241
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
242

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
243

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
244

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
245
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.
246

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
247
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
248
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.
249
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
250
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.

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:
251
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.
252
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.
253
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
254
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.
255
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
256
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
257
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.
258

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.
259
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
260
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.
261

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
262

377 17 57 6.5
0 1
180 35 64 88 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.
263
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
264
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
265

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.
266

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
267
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
268
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
269

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
270

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
271
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
272
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
273
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
274

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
275
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
276
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
277

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
278

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
279
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
280
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
281

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
282

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
283
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”
284
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
285

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
286

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
287
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
288
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
289
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

290
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
Classroom Env. Motivation Achievement Level Total
Above median 3 4 1 8
Below median 1 1 6 8
Total 4 5 7 16
Median = 909
Calculated 𝜒 2 value = 6.3714
p-value = 0.041349
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 𝜒 2
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
291
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
Classroom Env. Teacher Feedback Achievement Level Total
Total 4 5 7 16
Median = 909
p-value = 0.041349
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 𝜒 2 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
292
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
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 𝜒 2 value and p-value in the
median test. Chi square and the p-value were 6.3714 and 0.041349 respectively, while
293
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 2 4 4 1 11
Below median 3 1 1 6 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
294
𝜒 2 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
295
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
296
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
297
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.
298
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.
299
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.
300
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
301
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.
302
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
303
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
304
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.
305
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Appendices
347
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

247
1 F G Boys Public Secondary 247 246 35 33 51 46 04 00 77
School Mahfooz Road Rwp
Cantt
2 FG Public School 55 54 03 05 11 04 01 00 30
Mahfooz Road
Rawalpindi
3 FG Public School (2nd 222 221 05 08 13 25 13 01 156
Shift) Mahfooz Road,

Rawalpindi
4 FG Technical High 97 97 01 09 08 15 05 00 59
School Chaklala
Rawalpindi
5 FG Boys High School 342 338 04 11 23 32 08 00 260
No 1 Chaklala
Rawalpindi
6 FG Technical High 188 187 09 10 19 14 04 00 131
School Tariqabad
Rawalpindi
No 1 Tariqabad
Rawalpindi
8 229 227 32 32 51 43 05 00 64
FG Boys High School

Attock
9 FG Boys Public School 68 68 07 12 11 07 05 00 26
Wah Cantt
Sanjwal
348
No 7 Wah Cantt
Total 1915 1907 100 113 238 265 62 00 1092
12 FG Sir Syed Girls 267 267 37 72 68 33 02 00 55
Secondary School
Rawalpindi
13 FG Girls High School 110 109 12 32 33 17 03 00 12
Tariqabad Rawalpindi
Ch Iqbal Road
Rawalpindi
15 FG Girls Public School 90 88 34 23 22 03 00 00 06
Lalazar Rawalpindi
16 FG Girls School MH 99 99 05 18 35 15 03 00 23
Road Rawalpindi
Attock
Wah Cantt
No 3 Wah Cantt
Sanjwal
KARF Kamra
Total 1256 1251 208 273 338 158 28 00 235
G TOTAL 3171 3158 308 386 576 423 90 00 1327
349
Appendix-B

Medium Category Schools

1 FG Boys High 43 43 03 03 03 08 00 00 26
School No 5 Lahore
2 FG Boys High 127 125 20 22 28 14 06 00 35
School No 1 Multan
3 FG Boys High 98 97 15 16 19 15 04 00 28
School No 2 Multan
4 FG Tech High 38 38 00 03 03 04 00 00 28
School Tariq Road
Peshawar
Total 306 303 38 44 53 41 10 00 117
5 137 137 14 28 39 27 04 00 25
FG Girls High
School RA Bazar
Lahore
6 61 60 08 15 11 11 02 00 13
FG SMHS (NH)
Girls High School
Multan
7 170 169 12 21 35 22 00 00 79
FG Girls High
School Multan
8 55 55 07 11 13 14 02 00 08
FG Girls Public
School Peshawar
Total 494 492 72 100 109 75 08 00 128
G TOTAL 800 795 110 144 162 116 18 00 245
350
Appendix-C

Small Category Schools

1 99 98 01 06 19 13 01 00 58
FG Boys High School
Kharian
Sialkot
Bahawalpur
Hyderabad
Quetta
Total 453 450 17 35 54 57 08 00 279

Kharian
7 FG Girls Secondary 36 36 12 08 09 03 01 00 03
School Sialkot
Bahawalpur
Hyderabad
Quetta
Total 270 270 50 63 66 36 03 00 52
G TOTAL 723 720 67 98 120 93 11 00 331
351
Appendix - D
Population List of Boys & Girls Secondary Schools in Large Category
(Regions: Rawalpindi & Wah)
S. Old Name of Institution Approved Name of Institution

No
1 FG Sir Syed Boys Secondary School FG Sir Syed Public School (Boys)
Rawalpindi Rawalpnidi
2 FG Sir Syed Girls Secondary School FG Sir Syed Public School (Girls)
3 FG Public School Mahfooz Road FG Public School Mahfooz Road
Rawalpindi Rawalpindi
4 FG Boys High School No 1 Chaklala FG Public School No 1 (Boys)
Rawalpindi Chaklala Rawalpnidi
6 FG Technical High School Chaklala FG Public School No 3 (Boys)
7 FG Girls High School No 1 Chaklala FG Public School No 1 (Girls)
8 FG Girls High School No 2 Chaklala FG Public School No 2 (Girls)
9 FG Sir Syed Boys Secondary School FG Sir Syed Public School (Boys) (2nd
(2nd Shift) Rawalpindi Shift) Rawalpindi
10 FG Sir Syed Girls Secondary School FG Sir Syed Public School (Girls) (2nd
(2nd Shift) Rawalpindi Shift) Rawalpindi
11 FG Public School (2nd Shift) Mahfooz FG Public School (2nd Shift) Mahfooz
Road, Rawalpindi Road, Rawalpindi
12 FG Girls High School No 2 (2nd Shift) FG Public School No 2 (Girls) (2nd
Chaklala Rawalpindi Shift) Chaklala Rawalpindi
13 FG Technical High School (2nd Shift) FG Public School No 3 (2nd Shift)
Chaklala Rawalpindi Chaklala Rawalpnidi
352
No
14 FG Boys High School No 1 FG Public School No 1 (Boys)

Tariqabad Rawalpindi Tariqabad Rawalpnidi
15 FG Technical High School Tariqabad FG Public School No 2 (Boys)
Rawalpindi Tariqabad Rawalpnidi
16 FG Girls High School Tariqabad FG Public (Girls) Tariqabad
17 FG Boys Secondary School Adamjee FG Public School (Boys) Adamjee
Road Rawalpindi Road Rawalpindi
18 FG Boys High School Marir Hassan FG Public School (Boys) Marir
Rawalpindi Hassan Rawalpindi
19 FG Boys High School Daryabad FG Public School (Boys) Daryabad
20 FG Boys Secondary School Peshawar FG Public School (Boys) Peshawar
Road Rawalpindi Road Rawalpindi
21 FG Boys Secondary School Nai FG Public School (Boys) Nai Chawni
Chawni Rawalpindi Rawalpindi
22 FG Girls Secondary School Nai FG Public School (Girls) Nai Chawni
Chawni Rawalpindi Rawalpindi
23 FG Boys High School RA Bazar FG Public School (Boys) RA Bazar
24 FG Girls Public School Lalazar FG Public School (Girls) Lalazar
25 FG Girls Public School Abid Majeed FG Public School (Girls) Abid
Road Rawalpindi Majeed Road Rawalpindi
26 FG Girls Public School (2nd Shift) FG Public School (Girls) (2nd Shift)
Lalazar Rawalpindi Lalazar Rawalpindi
27 FG Girls Public School (2nd Shift) FG Public School (Girls) (2nd Shift)
Abid Majeed Road Rawalpindi Abid Majeed Road Rawalpindi
28 FG Girls High School Ch Iqbal Road FG Public School (Girls) Ch Iqbal
Rawalpindi Road Rawalpindi
353
No
29 FG Girls High School (2nd Shift) Ch FG Public School (Girls) (2nd Shift)
Iqbal Road Rawalpindi Ch Iqbal Road Rawalpindi
30 FG Girls High School Kashmir Road FG Public School (Girls) Kashmir
31 FG Girls High School Misrial Road FG Public School (Girls) Misrial Road
32 FG Girls High School Daryabad FG Public School (Girls) Daryabad
33 FG Public School CMT & SD Golra FG Public School CMT & SD Golra
34 FG Public School (2nd Shift) CMT & FG Public School (2nd Shift) CMT &
SD Golra Rawalpindi SD Golra Rawalpindi
35 FG Public School (2nd Shift) Morgah FG Public School (2nd Shift) Morgah
36 FG Boys Secondary School (2nd Shift) FG Public School (Boys) (2nd Shift)
Peshawar Road Rawalpindi Peshawar Road Rawalpindi
37 FG Boys High School (2nd Shift) Nai FG Public School (Boys) (2nd Shift)
Chawni Rawalpindi Nai Chawni Rawalpindi
38 FG Girls School MH Road FG Public School (Girls) MH Road
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 FG Public School Mansar Camp
Attock 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 FG Public School (Girls) AMC Centre
Centre Abbotabad Abbotabad
354
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 FG Public School No 2 (Boys) Wah
Cantt 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 FG Public School No 1 (Girls) Wah
Cantt 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
355
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 FG Public School AMF Kamra

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
356
Appendix – E
Population List of Boys & Girls Secondary Schools in Medium Category
(Regions: Lahore, Multan & Peshawar)

No
1 FG Abid Majeed Boys High FG Abid Majeed Public High School
School RA Bazar Lahore (Boys) RA Bazar Lahore
2 FG Girls High School RA Bazar FG Public School No 1 (Girls) RA Bazar
Lahore Lahore
3 FG Boys High School No 1 FG Public School No 1 (Boys) Lahore
Lahore
Lahore
5 FG Girls High School No 4 Lahore FG Public School No 4 (Girls) Lahore
Lahore
7 FG Girls Model High School FG Public School (Girls) Sarwar Road
Lahore 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
12 FG Boys High School No 1 FG Public School No 1 (Boys) Multan
Multan
13 FG Boys High School No 2 FG Public School No 2 (Boys) Multan
Multan
14 FG Girls High School Multan FG Public School No 3 (Girls) Multan
15 FG SMHS (NH) Girls High School FG SMHS (NH) Public School (Girls)
Multan Multan
357
S.
No Old Name of Institution Approved Name of Institution
16 FG Boys Secondary School (2nd FG Public School No 2 (Boys) (2nd Shift)
Shift) Multan Multan
17 FG Girls Secondary School (2nd FG Public School No 3 (Girls) (2nd Shift)
Shift) Multan 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 FG Public School Tariq Road Peshawar
Peshawar
23 FG Girls High School Stadium FG Public School (Girls) Stadium Road
Road Peshawar Peshawar
24 FG Girls High School No 4 FG Public School No 4 (Girls) Peshawar
Peshawar
25 FG Girls Public School Abid FG Public School (Girls) Abid Majeed
Majeed Road Rawalpindi 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 FG Sapper Public School No 2 (Boys)

Risalpur Risalpur
30 FG Girls High School Risalpur FG Public School No 3 (Girls) Risalpur
358
No
31 FG Sapper Girls High School FG Sapper Public School No 4 (Girls)
Risalpur Risalpur
32 FG Model High School Mardan FG Model Public School No 2 Mardan
33 FG Girls High School PRC FG Public School No 3 (Girls) PRC

Mardan 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
359
Appendix – F
Population List of Boys & Girls Secondary Schools in Small Category
(Regions: Kharian, Gujranwala, Bahawalpur, Karachi & Quetta)

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 FG Public School No 1 (Boys)
Sargodha Tariqabad Sargodha
12 FG Girls Secondary School Chak- FG Public School (Girls) Chak-87/NB
87/NB Sargodha Sargodha
360
No
13 FG Boys Public School FG Public School (Boys) Bahawalpur
Bahawalpur
14 FG Girls Public School FG Public School (Girls) Bahawalpur
Bahawalpur
15 FG Boys High School Trust FG Public School No 1 (Boys) Trust
Colony Bahawalpur Colony Bahawalpur
16 FG Girls Secondary School FG Public School No 1 (Girls)
Bahawalpur Bahawalpur
17 FG Minwala Girls Public School FG Minwala Public School (Girls)
Karachi Karachi
18 FG Boys High School Abbysinia FG Public School (Boys) Abbysinia
Lines Karachi 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 FG Public School No 1 (Boys) Pano
Aqil 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
361
Appendix - G
Sample List of Boys Secondary Schools in Large Category

No
1 FG Public School Mahfooz Road FG Public School Mahfooz Road
2 FG Public School (2nd Shift) Mahfooz FG Public School (2nd Shift) Mahfooz
Road, Rawalpindi Road, Rawalpindi
3 FG Technical High School Chaklala FG Public School No 3 (Boys)
5 FG Technical High School Tariqabad FG Public School No 2 (Boys)
Rawalpindi Tariqabad Rawalpnidi
6 FG Boys High School No 1 FG Public School No 1 (Boys)
Tariqabad Rawalpindi Tariqabad Rawalpnidi
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
362
Appendix - H
Sample List of Girls Secondary Schools in Large Category

No
1 FG Sir Syed Girls Secondary School FG Sir Syed Public School (Girls)
2 FG Girls High School Tariqabad FG Public (Girls) Tariqabad
3 FG Girls High School Ch Iqbal Road FG Public School (Girls) Ch Iqbal
4 FG Girls Public School Lalazar FG Public School (Girls) Lalazar
5 FG Girls School MH Road FG Public School (Girls) MH Road
6 FG Girls High School Attock FG Public School (Girls) Attock
FG Girls Public School Wah Cantt FG Public School No 6 (Girls) Wah

7 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
363
Appendix - I
Sample List of Boys Secondary Schools in Medium Category

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 FG Public School Tariq Road
Peshawar Peshawar
364
Appendix - J
Sample List of Girls Secondary Schools in Medium Category

No
1 FG Girls High School RA Bazar FG Public School No 1 (Girls) RA

Lahore Bazar Lahore
2 FG SMHS (NH) Girls High School FG SMHS (NH) Public School (Girls)
Multan 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
365
Appendix - K
Sample List of Boys Secondary Schools in Small Category

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 FG Public School (Boys) Bahawalpur

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
366
Appendix - L
Sample List of Girls Secondary Schools in Small Category

No
1 FG Girls High School FG Public School No 2 (Girls) I.J. Colony
Kharian Kharian
2 FG Girls Secondary School FG Public School No 2 (Girls) Aziz Shaheed
Sialkot Road Sialkot
3 FG Girls Public School FG Public School (Girls) Bahawalpur
Bahawalpur
4 FG Girls High School FG Public School No 2 (Girls) Hyderabad
Hyderabad
5 FG Girls Public School FG Public School (Girls) Quetta
Quetta
367
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
368
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.
369
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.
Thanks
370
Appendix-N
371
372
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
373

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EFFECT OF CLASSROOM ENVIRONMENT,

MOTIVATION AND TEACHER FEEDBACK ON

MOHI-UD-DIN ISLAMIC UNIVERSITY

Submitted in partial fulfillment of the requirement for the degree of

Supervisor: Dr. Muhammad Aslam Asghar 18 September 2017

To my Beloved Late Parents

Topic : Effect of classroom Environment, Motivation and

Teacher Feedback on Academic Achievement of

Secondary School Students in Pakistan.

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,

The purpose of the study was to investigate the effect of classroom

environment, motivation and teacher feedback on academic achievement of secondary

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

classroom environment, motivation and teacher feedback on the academic

respondents of the questionnaire were secondary school teachers, trained graduate

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

A positive significant effect of motivation and teacher feedback in learning

process on academic achievement of secondary school students was found, because

There is a positive significant effect of classroom environment, motivation and

teacher feedback on academic achievement of secondary school students in small,

classroom environment and motivation during learning process on academic

classroom and motivation was found significant.

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

discussion during the course work and research.

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

Saqlain Abbas for facilitated in data collection.

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

during the period of work on my dissertation.

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

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

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

Date: __18.9.2017______ Name Tariq Javed_______

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

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

dissertation, titled “EFFECT OF CLASSROOM ENVIRONMENT, MOTIVATION

has been written by me.

used as reference is properly referred/cited.

Student’s Signature _____________

Date: _18.9.2017_________ Name __Tariq Javed____________

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

CHAPTER 2 REVIEW OF LITERATURE 12

I, _Tariq Javed__ S/o / D/o Muhammad Younas_

Date: 18.9.2017 Name Tariq Javed___

I, _Tariq Javed_ S/o / D/o Muhammad Younas_____________

Registration No. _13-PRI-15684_ Roll No. 48003___________________

Date: _18.9.2017_ Name Tariq Javed______