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A Quantitative Study into the Effect...

Mendoza, Allison Scott.

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A Quantitative Study into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Study into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership./
Author:	Mendoza, Allison Scott.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	216 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060394
ISBN:	9798209891970

A Quantitative Study into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership.
Mendoza, Allison Scott.

A Quantitative Study into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 216 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--City University of Seattle, 2022.

Many students in Title I, low-income public high schools in the Pacific southwest do not appear to have the same levels of academic mastery as their more affluent counterparts. This dissertation examines whether a classroom environment has an effect on students' perceptions of their teacher and academic achievement, and consists of a causal comparative, quantitative research study. The treatment group took place in an optimally designed classroom, while the control group took place in a non-designed classroom. The sample was chosen based on readily accessible participants and purposive in that all subjects were in the same math course with the same teacher. Each class contained around 30 students, mostly sophomores, and half English learners. An independent two samples t-test and Mann-Whitney U test were used to compare assessment results measuring academic achievement, while a Mann-Whitney U test was used to compare Multifactor Leadership Questionnaire results measuring perceptions of the teacher's leadership. The findings of this study did not yield any statistically significant differences between the academic performance and the perceptions of the teacher's leadership between the control and treatment groups, suggesting that the classroom environment had no effect on students' perceptions of their teacher or their academic performance. Differences between student sub-groups, grouped by English proficiency status, provide a basis for analysis and discussion. The primary audience includes administrators, teachers, and district personnel who have the ability to allocate resources to address this leadership issue of providing an enriching and relevant classroom for secondary students.

ISBN: 9798209891970Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Classroom environment

A Quantitative Study into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership.
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245 1 2 $a A Quantitative Study into the Effects of the Physical Classroom Environment on Secondary Mathematics Students' Academic Achievement and Perceptions of Teacher Leadership.
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300 $a 216 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Pack, David.
502 $a Thesis (Ed.D.)--City University of Seattle, 2022.
520 $a Many students in Title I, low-income public high schools in the Pacific southwest do not appear to have the same levels of academic mastery as their more affluent counterparts. This dissertation examines whether a classroom environment has an effect on students' perceptions of their teacher and academic achievement, and consists of a causal comparative, quantitative research study. The treatment group took place in an optimally designed classroom, while the control group took place in a non-designed classroom. The sample was chosen based on readily accessible participants and purposive in that all subjects were in the same math course with the same teacher. Each class contained around 30 students, mostly sophomores, and half English learners. An independent two samples t-test and Mann-Whitney U test were used to compare assessment results measuring academic achievement, while a Mann-Whitney U test was used to compare Multifactor Leadership Questionnaire results measuring perceptions of the teacher's leadership. The findings of this study did not yield any statistically significant differences between the academic performance and the perceptions of the teacher's leadership between the control and treatment groups, suggesting that the classroom environment had no effect on students' perceptions of their teacher or their academic performance. Differences between student sub-groups, grouped by English proficiency status, provide a basis for analysis and discussion. The primary audience includes administrators, teachers, and district personnel who have the ability to allocate resources to address this leadership issue of providing an enriching and relevant classroom for secondary students.
590 $a School code: 1713.
650 4 $a Educational leadership. $3 529436
650 4 $a Mathematics education. $3 641129
650 4 $a Secondary education. $3 2122779
653 $a Classroom environment
653 $a Design
653 $a English learner
653 $a Organization
653 $a Perceptions
653 $a Student achievement
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690 $a 0533
690 $a 0280
710 2 $a City University of Seattle. $b School of Education. $3 3693490
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792 $a 2022
793 $a English
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