EXAMINING THE INFLUENCE OF CLASSROOM STRUCTURING ON ELEMENTARY

STUDENT’S BEHAVIOR AND ACADEMIC PERFORMANCE

Rationale

Classrooms is one of the places where students spend the majority of their time

and the quality of this space has a big impact on how they perceive the world and feel

about it. The majority of the necessary behavioural competencies are taught to pupils in

the classroom. As a result, classroom developed by Ames (1992), is a very

comprehensive and application concept within research on teaching quality (e.g. see

Urdan & Midgley, 2003).

Understanding the influence of classroom structuring on elementary students'

behaviour and academic performance is essential for educators, policymakers, and

researchers striving to create optimal learning environments that foster positive

outcomes. Classroom structuring encompasses various physical and socio-emotional

aspects, including seating arrangements, classroom layout, organization of materials,

and teacher-student interactions. These elements collectively shape the learning

environment and significantly impact students' behaviours, engagement levels, and

academic achievement.

Firstly, classroom structuring influences students' behaviour by providing cues

and prompts that guide their interactions and engagement within the learning

environment. For instance, seating arrangements can facilitate or inhibit peer

interactions, collaboration, and focus. A well-structured classroom layout with flexible

seating options may encourage students to work together, while a rigid seating plan

may lead to feelings of isolation or disengagement among certain students. Moreover,

engage with learning materials, influencing their participation and behaviour during

instructional activities.

Furthermore, the classroom environment plays a crucial role in shaping students'

academic performance. Research indicates that the physical layout of the classroom

can affect students' cognitive processes, attention spans, and information processing

abilities. A cluttered or disorganized classroom environment may contribute to cognitive

overload, hindering students' ability to focus on learning tasks and negatively impacting

their academic performance. Conversely, a well-structured and conducive learning

environment can facilitate information processing, enhance students' comprehension

and retention of academic content, and ultimately lead to improved academic outcomes.

Additionally, examining the influence of classroom structuring on students'

behaviour and academic performance provides valuable insights into the effectiveness

of teaching practices and instructional strategies. By identifying the elements of

classroom structuring that positively impact student outcomes, educators can refine

their teaching approaches and optimize the learning environment to better meet the

needs of diverse learners. For example, flexible seating arrangements that

accommodate different learning styles and preferences may enhance students'

engagement and academic performance.

Moreover, understanding the influence of classroom structuring has implications

for educational equity and inclusivity. Research suggests that certain classroom

arrangements may disproportionately benefit or disadvantage specific groups of

students based on factors such as socioeconomic status, cultural background, or

accommodate diverse learners, educators can identify and address potential disparities

in student outcomes, promoting equitable access to high-quality education for all

students.

In conclusion, examining the influence of classroom structuring on elementary

students' behaviour and academic performance is essential for advancing educational

research and practice. By investigating the complex interactions between classroom

environments, instructional practices, and student outcomes, researchers can identify

effective strategies for creating supportive, inclusive, and effective learning

environments that foster positive behaviours and academic success among elementary

students

Theoretical Background

Examining the classroom structuring of elementary students' behavior can be

approached through various theoretical frameworks, each offering unique perspectives

and guiding principles. Several theories provide insight into the underlying mechanisms

and factors that may contribute to these outcomes. This study is anchored in five

theories, namely: Social Learning Theory by Albert Bandura, Social Constructivism

Theory by Vygotsky, Self-Determination Theory by Richard Ryan, PHD and EdwardDeci

Phd, Behaviourism Theory by Ivan Pavlov and Cognitive Load Theory by Jhon Sweller.

These theories are rooted in educational psychology and organizational behaviour

theories.
 Figure1. Theoretical Framework

According to Bandura's Social Learning theory, posits that individuals learn

through observational learning and modelling behaviour. In the context of the

classroom, this theory suggests that students learn and imitate the behaviours they

observe from their teachers and peers. Teachers play a crucial role as models,

demonstrating desired behaviours and attitudes. By showcasing positive conduct,

students are likely to imitate and adopt these behaviours. Moreover, the concept of

vicarious reinforcement emphasizes the impact of observing consequences for

modelled behaviours, contributing to a positive learning environment. Teachers can

enhance students' self-efficacy by providing achievable challenges, constructive

feedback, and acknowledging their accomplishments. Guided mastery, a key element of

Bandura's theory, suggests structuring activities that gradually increase in complexity,

fostering opportunities for peer modelling through group activities and collaborative

learning enhances the sense of community and shared learning experiences. In

essence, Bandura's theory shapes classroom structuring to create an environment that

nurtures positive behaviours, self-efficacy, and collaborative learning among students.

Social Constructivism Theory (SCT), particularly as articulated by Lev Vygotsky.

Social Constructivism emphasizes the importance of social interaction, collaboration,

and the construction of knowledge within a social context. In the context of classroom

structuring, this theory suggests that the arrangement of physical space, seating

configurations, and groupings can shape the opportunities for students to engage in

collaborative learning and interact with their peers. For example, seating students in

small groups or pairs fosters peer collaboration, cooperative learning, and the sharing of

ideas and perspectives. Moreover, the organization of instructional materials and

classroom resources can facilitate student-led exploration and inquiry-based learning,

promoting active engagement and problem-solving skills.

Another valuable theoretical lens is Self-Determination Theory (SDT), devised by

Richard Ryan and Edward Deci, which highlights the importance of autonomy,

competence, and relatedness in fostering intrinsic motivation and engagement.

Accordingly, classroom structuring that supports student autonomy by offering choices

and opportunities for self-direction, cultivates a sense of competency through

appropriately challenging tasks, and encourages positive teacher-student relationships

may enhance students' pro-social behaviour and active participation in their learning

experiences.
 Additionally, Behaviourism, associated with the work of Ivan Pavlov, provides

insights into how external reinforcement or punishment shapes behaviour. Classroom

structuring can integrate behaviourist principles by establishing clear and consistent

rules, expectations, and consequences for behaviour. By doing so, educators create a

structured environment that reinforces positive behaviours and reduces disruptive

conduct, hence promoting students' academic engagement.

Lastly, Cognitive Load Theory (CLT), developed by John Sweller, specifically

focuses on the cognitive demands placed on students' working memory during learning.

Research from this theoretical standpoint can investigate how classroom structuring that

optimizes the organization of instructional materials, reduces cognitive distractions, and

provides clear and explicit instructions can enhance students' concentration, leading to

improved academic engagement and behaviour. This theoretical framework provides

insights into the role of classroom structuring in promoting positive behavioural

outcomes, academic engagement, and the development of critical thinking skills within a

socially interactive learning context.

Overall, a well-structured and supportive classroom can foster positive

behaviour and enhance the learning environment.

THE PROBLEM

This study aims to examine the influence of classroom structuring on elementary

student’s behaviour and academic engagement.

1. What is the demographic profile of the respondents?

1.1. Teachers

1.1.1. Age;

1.1.2. Sex;

1.1.3. Length of teaching experiences; and

1.1.4. Highest educational attainment.

2. How does physical layout of elementary classrooms affect student’s behaviour

and engagement in the class in terms of the following:

2.1. Seating arrangement;

2.2. Classroom design/ instructional design; and

2.3. Physical climate?

3. What is the academic performance of the students?

4. What is the impact of classroom structuring to the development of elementary

school learners?

5. What is the importance of classroom structuring in the academic performance of

the elementary students?

6. Is there any significance difference between the sex of the respondents and their

classroom structuring in educating elementary students?

7. Is there any significant relationship between specific classroom structuring

strategies and academic performance of the students?

proposed?

Significance of the Study

The significance of studying the influence of classroom structuring on elementary

students' behaviour and academic achievement extends to various stakeholders,

including parents, students, and teachers, each of whom stands to benefit in significant

ways:

Parents: Parents are deeply invested in their children's education and well-

being. Understanding how classroom structuring impacts their children's behaviour and

academic achievement provides parents with valuable insights into their child's learning

environment and experiences at school. Knowledge of effective classroom structuring

strategies can empower parents to advocate for their child's educational needs and

collaborate with teachers to create supportive learning environments that promote

positive behaviours and academic success. Parents can use information from the study

to reinforce positive behaviours and habits at home, aligning their efforts with the

strategies implemented in the classroom to support their child's academic growth and

development.

Students: Elementary students spend a significant portion of their time in the

classroom, making the learning environment a crucial aspect of their educational

experience. Understanding how classroom structuring influences their behaviour and

academic achievement helps students become more self-aware and reflective learners.
Students can benefit from a more conducive learning environment that promotes

positive behaviours and engagement. Knowledge of effective classroom structuring

strategies empowers students to advocate for their own learning needs and

preferences, contributing to a sense of agency and ownership over their education. By

experiencing the positive effects of well-structured classrooms firsthand, students may

develop stronger study habits, self-regulation skills, and academic confidence,

ultimately leading to improved academic achievement and overall well-being.

Teachers: Teachers play a pivotal role in creating and maintaining the classroom

environment. Understanding the impact of classroom structuring on students' behaviour

and academic achievement equips teachers with evidence-based strategies to enhance

their instructional practices and classroom management techniques. Knowledge of

effective classroom structuring strategies enables teachers to create supportive learning

environments that cater to diverse learning needs and promote positive behaviours

among students. This can lead to a more harmonious and productive classroom

atmosphere, enhancing teaching effectiveness and job satisfaction. By implementing

strategies informed by the study findings, teachers can foster stronger teacher-student

relationships, facilitate more meaningful learning experiences, and ultimately contribute

to improved academic outcomes for their students. Overall, the study's findings hold

significant implications for parents, students, and teachers alike, offering valuable

insights and practical strategies for creating supportive learning environments that

promote positive behaviours and academic achievement among elementary students.

benefit from the study examining the influence of classroom structuring on elementary

students' behaviour and academic achievement:

School Administrators: School administrators are responsible for setting

policies and allocating resources to support effective teaching and learning practices.

Understanding the impact of classroom structuring on student outcomes can inform

decisions related to school infrastructure, resource allocation, and professional

development initiatives. Insights from the study can guide administrators in

implementing evidence-based practices to create supportive learning environments that

enhance student behaviour and academic performance. This may include investing in

flexible classroom furniture, providing training on effective classroom management

strategies, or allocating funds for classroom materials and resources.

Educational Researchers: Educational researchers play a crucial role in

advancing knowledge and informing educational practice through rigorous research and

inquiry. Studies on classroom structuring contribute to the broader body of research on

educational environments and student outcomes, helping to build a deeper

understanding of the factors that influence learning and achievement. Researchers can

use findings from this study to further explore the complex interactions between

classroom design, instructional practices, and student behavior. This may involve

conducting longitudinal studies, examining the effectiveness of specific interventions, or

investigating the role of contextual factors in shaping classroom dynamics and student

outcomes.
 Education Policy Makers: Education policy makers are tasked with shaping

policies and regulations that govern the education system at local, state, and national

levels. Insights from the study can inform the development of policies aimed at

promoting positive learning environments and improving student outcomes. Policy

makers can use evidence from the study to advocate for investments in school

infrastructure, teacher training programs, and research-based interventions that support

effective classroom structuring practices. This may involve incorporating

REVIEW OF RELATED LITERATURE

Classroom structuring are techniques that are meant to be effective in preventing

problem behavior for the majority of the students in classroom settings. Classroom

Structures is considered an evidence-based strategy to increase engagement, improve

academic achievement, and decrease disruptive behaviour in the classroom. Results of

previous research show that it is used much more frequently in elementary settings

compared to high school settings. The purpose of this study is to assess Elementary

school teachers' rationale for choosing to or not to use various classroom design, and to

assess the effects of classroom structures to use opportunities to respond on their

behavior and their perceptions of effects on students' behavior. A survey was first

conducted with Elementary school teachers which showed that most respondents have

both academic and behavioural concerns in their classrooms, that the classroom

environment influences their decision to use or not to use a classroom structures were
primarily effectiveness, time, and effort. ( ProQuest LLC, Ph.D.A.B.A. Dissertation, The

Chicago School of Professional Psychology)

Provisions of conducive classroom environmental facilities to educational institutions at

Primary level help teachers to teach well in classrooms which ultimately prove to be a

major ingredient for improving students’ learning (Williams, 2016). Results of many

research studies previously conducted indicated that teachers’ use of various teaching

methods like lectures, discussion method, activity-based method, deductive method

help teachers to engage students for actively participating in classroom activities which

improve their learning outcomes(Ten Have, 2017; Mishra& Koehler, 2016; Finn, 2010;

Noreen, 2018).

According to Peng et al (2013): Students tended to perform better academically,

demonstrated greater levels of effort and persistence in classrooms, and exhibited

superior fluency, flexibility, and creativity in classrooms where teachers were perceived

to emphasize learning and improving. Suleman and Hussain (2014): reported that

studies on the classroom environment revealed that physical environment plays a vital

role in the teaching-learning process. It can affect the performance of both teachers and

students. The classroom environment includes many different facets. The environment

can include the placement of tables and chairs, lighting and temperature, classroom

management, discipline techniques, and engaging lesson plans. Stewart (2014):

Research on classroom socio-emotional context indicates that when students believe

that their teachers create a sense of community, respond to students’ needs, and foster

meaningful relationships in the classroom, positive student academic and behavioural

adjustment ensures.
 Swati H. Kekare (2015): in her study titled as “Classroom Environment and

Academic Motivation” explored the relationship between classroom environment and

academic achievement of the subjects. The subjects were 11th class students. The

sample of 80 students was selected from various colleges of Aurangabad city. Simple

random sampling method was used for selecting subjects. The study was experimental

“pre-test post-test equivalent group design” was used for this study. Statistical data was

collected from pre-test post-test. Mean, standard deviation and t test were used for

statistical procedure. In this study results are significant at 0.05 levels. The study

showed that there is significant difference between classroom physical environment and

academic achievement of subjects.

Nihareeka Rankai (2016): in her study titled as “Effect of Classroom

Environment on Achievement Motivation” provided information for parents, educators

and school administrator to reflect upon various aspects that help students in achieving

their academic goals. In doing so, they can investigate the possibility of introducing

those factors to their school, which may consequently lead to enhancing students

educational out come in school. Previous studies of Whitaker (2004), explored that main

variable in the classroom is not the student, but the teacher.

Tyler & Boelter, (2008): teacher expectations as strong and reliable predictors of

performance among elementary, middle and high school students. Tyler and Boelter

(2008b), positive teacher expectations were associated with high academic

performance or academic gains; whereas negative teacher expectations resulted in

decrease in academic performance. On basis of these views present study conducted in

which Independent variable (IV) was influence of classroom environment and

motivation test by Sharma (1984) and classroom environment scale (C.E.S) by Joshi

and Vyas (1987) were used. Sample of 30 students were taken, all were females and

there mean age was 14.67. Finding reveals that some of the factors of classroom

environment had positive correlation with academic achievement; hence the hypothesis

is partially conformed. Recommendation from the study into education policy agendas,

allocates funding for pilot programs, or collaborating with stakeholders to implement

evidence-based reforms.

Community Members and Advocacy Groups: Community members and

advocacy groups have a vested interest in promoting high-quality education and

supporting the well-being of students. Studies on classroom structuring can raise

awareness about the importance of creating supportive learning environments and

mobilize community efforts to advocate for positive changes in schools. Community

members and advocacy groups can use findings from the study to engage in

discussions with school leaders, educators, and policymakers about the need for

investment in classroom infrastructure, teacher training, and student support services.

This may involve organizing community forums, lobbying elected officials, or partnering

with schools to implement initiatives aimed at improving student outcomes. Overall, the

study's findings have implications for a wide range of stakeholders involved in

education, providing valuable insights and evidence-based recommendations for

creating supportive learning environments that promote positive behaviours and

academic achievement among elementary students.

Perceptions of the Classroom Social Environmental cross School Context: Effects of

Individual Factors" stated that although teachers and students are the primary actors in

the classroom environment, they often have different perceptions of the instructional

and relational aspects of the classroom. Despite these differences, research indicates

perceptions of the quality of the classroom social environment have implications for both

student and teacher outcomes. Additionally, research has indicated the differences in

perceptions occur not only between students and teachers, but also among individual

students within classrooms. The extent and the manner in which these perceptions

converge may vary across different class and school contexts.

School and class context, as well as individual characteristics and beliefs have

shown to influence student and teacher perceptions of their environment. Thus, to

further understand the relationship between perceptions and outcomes, it is important to

understand the factors that influence perception. Therefore, the current study examined

(1) the extent to which elementary school students’ and teachers’ perceptions of the

classroom social environment differ from middle school students’ and teachers’

perceptions, (2) the extent to which teachers and students in elementary and middle

school agree about the classroom social environment, (3) if the degree of convergence

between teachers and students differs based on high or low levels of motivational and

socio-emotional components of the classroom environment, (4) the extent to which

school, classroom, and individual teacher factors help to explain teacher perceptions of

their classroom environment, (5) and the extent to which school, classroom, and
individual student factors help to explain student perceptions of their classroom

environment. The sample comprised of fifth- and sixth- grade students and teachers

from ethnically diverse elementary and middle schools. Exploratory factor (viii) analyses

revealed differences in how teachers and students conceptualize the classroom

environment. Results from multiple regression and design-model multi-level modelling

indicated that school socio-economic status, classroom gender and ethnic composition,

as well as teacher and student demographics and beliefs, influence both teacher and

student perceptions of the Classroom Social Environment. Findings from the current

study may guide researchers in developing effective instructional practices for specific

teacher and student populations and may provide unique contributions to the literature

regarding factors that may enhance early adolescences’ and teachers’ experiences in

the classroom.