Department of Agricultural Leadership, Education, and Communication
Date of this Version
Spring 5-1988
Abstract
Classroom environmental conditions establish the social climate or atmosphere of a setting. Stern in 1970 stated that student's perceptions of classroom climate or learning environment are useful in predicting achievement. The purpose of this study was to determine if there was an effect between teaching style and student learning style on classroom environment. The population of this study consisted of secondary high schools within 150 miles of Lincoln, Nebraska, which offer vocational agriculture programs. Seven schools elected to participate. Thirty-four vocational teachers were included in this study. Students completed the Myers-Briggs Type Indicator and Classroom Environment Index. The Myers-Briggs Type Indicator is a questionnaire given to indicate the eight interacting personality preferences. The Classroom Environment Index is a questionnaire designed to measure the psychological environment of the classroom. Tests for significance was set at the .05 level using analysis of variance. Based on the data presented in this study, the following results were found: There is a relationship between student perceived classroom environment and instructor's teaching style by components of personality type. This relationship was found in 23 environmental factors. Significance was also found on first order and second order scales. There is a relationship between student perceived classroom environment and student components of personality type. Overall the student J-P personality component showed more relationship to classroom environment than did any of the other three preference areas. (E-I, SN, T-F) There is a relationship between student perceived classroom environment and student temperament (NF, NT, SP, SJ,). Five individual environmental scales and both second order scales had a relationship with temperaments. There is a relationship between student perceived classroom environment and student personality types. Significance appeared in three of the environment factor scales. This study indicates, with data, what has been suspected by teacher educators, that is, teachers differ in the climates they develop in the classroom. This study reveals why that assumption is true. Differing personalities of teachers has an effect on classroom environment. This effect can be both positive and negative on student learning.
Comments
A Thesis Presented to the Faculty of The Graduate College in the University of Nebraska.
In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Agricultural Education Under the Supervision of Dr. Leverne Barrett