THE EFFECTS OF CLASS ROOM ENVIRONMENT ON

STUDENT LEARNING

A study conducted at University of Sargodha

By

Anila Hassan
BSOF12M006

A thesis submitted in partial fulfillment of the requirement for the Degree

of BS Sociology

DEPARTMENT OF SOCIOLOGY

UNIVERSITY OF SARGODHA, SARGODHA

2012-16
 Declaration

I hereby declare that “The Effects of Class Room Environment on Student Learning”
is my own work. All references have, to the best of my knowledge, been rightly
reported. It is being submitted for the degree of BS sociology at the University of
Sargodha.

Name: _________________________

Signed: _________________________

Dated: __________________________

i
 CERTIFICATE

The undersigned certify that the content and form of thesis entitled “The Effects of
Class Room Environment on Student Learning” submitted by Anila Hassan have been
found satisfactory and recommended that it be processed for the award of degree of
BS of Sociology.

______________________________

Supervisor: Shahzad Khaver Mushtaq

Assistant Professor

______________________________

Prof. Dr. Ghulam Yaseen

Chairman
Department of Sociology

ii
 DEDICATION

I would like to dedicate my Dissertation to my honorable

Mother& Beloved Brother

Without their efforts and blessings of God it would not have

been possible to complete study,

So this is my humble effort to grace their name.

iii
 ACKNOWLEDGEMENT

I wish to express my sincere gratitude to the Allah Almighty; my gratitude

goes to him for his mercy, unobtrusive presence and guidance in enabling me to
complete this study. I wish to express my gratitude to the chairman of the department
Dr. Ghulam Yaseen. I am enormously indebted to my supervisor, Sir Shahzad Khaver
Mushtaq, for his guidance, professionalism, unrelenting dedication and outstanding
management throughout this research project. I ought to submit my thanks to all
teachers of Department of Sociology.

I would like to acknowledge my family because if it was not their

unconditional support and encouragement none of this would have been possible.I
will miss the way my Mother & incredible Brother Shafan Hassan, who always stood
by my side and gave me moral, emotional and financial support. Thank you so much
for making my academic journey easy. I would like to thank my friends Ersa, Rabia &
Kazim for their constant support at all times. I wish to acknowledge all the
respondents to the questionnaire, for their willingness to participate in this study.

Anila Hassan

iv
 ABSTRACT

Class room is the platform that produces knowledge through students who are
considered the asset of the nation. When a student enters in practical life after
completing degree he influences the society in many ways. A good student can
become an active and useful member of the society. Observing the effects of multiple
academic institutions in Pakistan, Researcher sought to study the effects of class room
environment on student learning at University of Sargodha. Researcher explored the
effects of both physical and non physical environment of the class room on student
learning
The research was quantitative in nature. The researcher applied multi stage
sampling using simple random technique at three stages. Data collection tool was
questionnaire. Researcher selected sample size of 384 students from 18 to 29 age
group from the total population 19950.
The study has demonstrated that class room environment has a direct effect
on learning. A well equipped class room can motivate students to get their selves
involved in class room activities. Subjective environment of class room also got the
edge. Students’ response towards physical and non physical environment of the class
room was found parallel. A well equipped class room can’t work without a well
groomed student, well organized and influential teacher. Students were very clear
about the effects of class room environment on student learning.

v
 Table of contents

Chapters Title Page #

Chapter 1 Introduction 1

Introduction 1
Significance of the Study 3
Objectives 3
Conceptual framework 4
Chapter 2 Review of Literature 5

Chapter 3 Methodology 13

Introduction 13
Types of study 13
The universe 13
Sampling technique 13
Multi stage sampling 14
Tools of data Collocation 14
Statistical technique 14
Percentage 14
Chi-square 15
Rational 15
Conceptualization and Operationalization 16
Chapter 4 Data Analysis 25

Frequency tables and data analysis 26

Chapter 5 Result and discussion 101

Summary 101
Key findings 104
Discussion 105
Conclusion 108
References 109
Appendix 112

vi
 List OF Tables

Table # Title Page #

1 Percentage distribution of respondents according to their 26
faculty.
2 Percentage distribution of respondents according to their 27
gender.
3 Percentage distribution of respondents according to their 28
education level.
4 Percentage distribution of respondents according to their 29
educational year
5 Percentage distribution of respondents according to their age. 30
6 Percentage distribution of respondents according to their 31
residential area.
7 Percentage distribution of respondents according to their 32
residence.
8 Percentage distribution of respondents according to their 33
source of income.
9 Percentage distribution of respondents according to their 34
father’s qualification.
10 Percentage distribution of respondents according to their 35
father’s occupation.
11 Percentage distribution of respondents according to their 36
mother’s qualification.
12 Percentage distribution of respondents according to their home 37
environment.
13 Percentage distribution of respondents according to their 38
schooling.
14 Percentage distribution of respondents according to their 39
college level institution
15 Percentage distribution of respondents according to their 40
opinion about teacher’s mood while teacher entered in class.
16 Percentage distribution of respondents according to their 41
opinion about the way teacher began the lecture.
17 Percentage distribution of respondents according to their 42
opinion about listening teacher’s experiences.
18 Percentage distribution of respondents according to their 43
opinion about encouraging behavior of teacher on questioning.
19 Percentage distribution of respondents according to their 44
opinion about comfort level during lecture in class.
20 Percentage distribution of respondents according to their 45
opinion about teacher’s polite behavior throughout the lecture.

vii
21 Percentage distribution of respondents according to their 46
opinion about teacher’s punctuality.
22 Percentage distribution of respondents according to their 47
opinion about hesitation while they questioned in class.
23 Percentage distribution of respondents according to their 48
opinion about feeling hesitation to face teacher on failure.
24 Percentage distribution of respondents according to their 49
opinion about teacher’s habit of quoting relevant example in
lecture.
25 Percentage distribution of respondents according to their 50
opinion about reaction on being appreciated by the teacher.
26 Percentage distribution of respondents according to their 51
opinion about enhancement in learning by the compliments of
teacher
27 Percentage distribution of respondents according to their 52
opinion about teacher’s habit of scolding them in class.
28 Percentage distribution of respondents according to their 53
opinion about feeling disappointment when teacher didn’t give
them proper time for guidance.
29 Percentage distribution of respondents according to their 54
opinion about teacher’s way of leaving class on time.
30 Percentage distributions of respondents according to their 55
opinion about teacher’s habit of conducting make up classes.
31 Percentage distribution of respondents according to their 56
opinion about teacher’s expectation of having all students
present on time.
32 Percentage distribution of respondents according to their 57
opinion about teacher’s habit of imposing fine to late comers.
33 Percentage distributions of respondents according to their 58
opinion about teacher’s appreciation for students on cross
questioning.
34 Percentage distribution of respondents according to their 59
opinion about teacher’s tolerance level on repeated questioning
by the students.
35 Percentage distribution of respondents according to their 60
opinion about teacher’s concern of holding discussion with
students on poor performances.
36 Percentage distribution of respondents according to their 61
opinion about teacher’s concern for students who never
participate in class.
37 Percentage distribution of respondents according to their 62
opinion about cleanliness of class room.
38 Percentage distribution of respondents according to their 63

viii
 opinion about cleanliness of class room helps teacher to
concentrate on lecture.
39 Percentage distribution of respondents according to their 64
opinion that cleanliness of class room affects their
performance.
40 Percentage distribution of respondents according to their 65
opinion about feeling comfortable in class room because of
sitting arrangement.
41 Percentage distribution of respondents according to their 66
opinion about reasonable space between rows in class room.
42 Percentage distribution of respondents according to their 67
opinion that nobody used to fix seat in their class.
43 Percentage distribution of respondents according to their 68
opinion that teacher could freely move in class during lecture.
44 Percentage distribution of respondents according to their 69
opinion that students could freely move in class because of
wide sitting arrangement.
45 Percentage distribution of respondents according to their 70
opinion about the confidence that enhanced due to sit in mix
setting of boys and girls.
46 Percentage distribution of respondents according to their 71
opinion that sitting arrangement of their class was comfortable
enough to focus on lecture.
47 Percentage distribution of respondents according to their 72
opinion about changing sitting arrangement according to
students’ comfort.
48 Percentage distribution of respondents according to their 73
opinion about finding dust on chairs.
49 Percentage distribution of respondents according to their 74
opinion that they felt uncomfortable when there was dust in
class.
50 Percentage distribution of respondents according to their 75
opinion about their interest when teacher used multi media.
51 Percentage distribution of respondents according to their 76
opinion that they grasped more than routine lecture when
teacher used multi media.
52 Percentage distribution of respondents according to their 77
opinion that it was easy to understand lecture when teacher
used multi media.
53 Percentage distribution of respondents according to their 78
opinion that they got new idea of presentation through the use
of multi media.
54 Percentage distribution of respondents according to their 79

ix
 opinion that teacher also felt comfortable with the use of
technology.
55 Percentage distribution of respondents according to their 80
opinion about colorful paintings hanging on walls influenced
their mood swings.
56 Percentage distribution of respondents according to their 81
opinion that sufficient lighting in class room helped them to
note down lecture.
57 Percentage distribution of respondents according to their 82
opinion that teacher also looked pleasant when class room was
well decorated.
58 Percentage distribution of respondents according to their 83
opinion that students’ performance was affected by the
colorful environment of class room.
59 Percentage distribution of respondents according to their 84
opinion that colorful environment of class kept them fresh.
60 Percentage distribution of respondents according to their 85
opinion that fans worked properly in summer.
61 Percentage distribution of respondents according to their 86
opinion that they were facilitated with air conditioner in
summer.
62 Percentage distribution of respondents according to their 87
opinion either they were facilitated with heaters in winters or
not.
63 Percentage distribution of respondents according to their 88
opinion about the facility of generator in case of outage.
64 Percentage distribution of respondents according to their 89
opinion about the moderate temperature of their class room.
65 Percentage distribution of respondents according to their 90
opinion about comfort level because of moderate temperature
of class room.
66 Percentage distribution of respondents according to their 91
opinion about interaction with class fellows.
67 Percentage distribution of respondents according to their 92
opinion about having group discussion when they found
something difficult.
68 Percentage distribution of respondents according to their 93
opinion about getting new angles of discussion when they
shared any idea to their class fellows.
69 Percentage distribution of respondents according to their 94
opinion about asking for help freely to their class fellows.
70 Percentage distribution of respondents according to their 95
opinion about having clap from class fellows.

x
71 Percentage distribution of respondents according to their 96
opinion about giving worth to the suggestions of class fellows.
72 Percentage distribution of respondents according to their 97
opinion that they enjoyed company of their class fellows.
73 Percentage distribution of respondents according to their 98
opinion about exchanging their notes feely with each other.
74 Percentage distribution of respondents according to their 99
opinion about having support from class fellows in trouble
75 Percentage distribution of respondents according to their 100
opinion about having feedback from their class fellows in class
room.

xi
Chapter No 1

INTRODUCTION

The learning setting is comprised of different things i.e., physical

environment, learners and the teachers. Physical environment refers to physical
characteristics of the room. Physical classroom environment is a combination of
different things i.e., lighting, temperature, ventilation system, size of the room, floor,
walls, desks, chairs, rugs, whiteboards, computers etc. Teacher and students are
considered the main elements of the classroom environment. Favorable physical
environment has a significant positive effect on the efficiency of any organization and
acts as catalyzing agent to provide a straight way for achieving predetermined
objectives of an organization. But unfortunately, physical environment in our
classroom is not conducive for smooth teaching learning process resulting fatigue
and frustration among the students (Lippman, 2010).

The physical environment is designed in such a way that obstructs the

learning process although researches have established a close correlation between the
amount of work individuals do and its physical environment. It stands to reason
that a student sitting in an insufferably hot, airless room listening to a lecture on
cryogenics would not learn as much as he would in a cool, comfortable space.
Unfortunately, college buildings are designed to attract people from outside but they
failed to provide a safe and comfortable internal atmosphere for students that may
help to concentrate towards lecture (Halstead, 1974).

In determining the effectiveness of a national of education, system of higher

educational institution is considered very important as it plays huge role to shape the
personalities of youth. Developed countries such as the United States and many of
the European countries are focusing their concentration on research to explore
better solutions to the escalating and emerging problems faced by the youth at
secondary schools and universities. Most of the people, who compose the skilled
manpower of a nation, are trained before the end of their high school years. The
quality of higher education depends upon the quality achieved at this level and the
quality of useful member of society depends upon the higher level educational
institution. The formation of character and foundations of future leadership are

1
laid at this level, which comes at a time when the youth is in his formative
adolescent stage (AIOU, 1998).

Physical environment of the classroom acts as “Silent curriculum”. It means

that classroom environmental design can facilitate and improve the learning
process like the overt curriculum. Unfortunately, in Pakistan, educational institutions
lack of physical facilities which results in malfunctioning of these institutions. Poor
and inadequate facilities affect the overall performance of the institutions (Taylor and
Vlastos, 2009).

In class room sufficient facilities promote academic achievement and ensure to

strengthen the overall institutional performance. While unattractive and old school
buildings; cracked classroom walls and floors; lack of toilets; lack of desks and
benches; lack of transport facility; lack of proper security system; lack of
drinking water; lack of power supply; lack of playgrounds; lack of teaching staff;
lack of sufficient classrooms; overcrowded classrooms; lack of educational
technology; lack of first aids facility etc negatively affect academic achievement
of the institutions. Therefore, it is right to say that academic achievement has a
close link with the availability of educational facilities (Hussain, et al. 2012).

There are several factors of classroom physical environment i.e. visual factor,
acoustic factor, thermal factor, spatial factor and time factor. Visual factor refers to
the quality of lighting in different parts of the classroom. It is determined by the level
of natural and artificial light available in the classroom. It also refers to the way by
which the classroom environment is arranged i.e. Visually interesting, creating a
favorable atmosphere and any unwanted disruptions e.g. windows overlooking
playgrounds etc. Acoustic factor is an important factor as we mostly depend upon
verbal communication in our classroom. Noise level mainly depends upon school
design, classroom organization and teaching methodologies applied during a
lesson (Basit, 2005).

Classroom interaction involves two main aspects, which are negotiation

of meaning and feedback, if these two elements are not available in the
classroom, then we cannot speak of a successful learning through interaction.
“Interaction contributes to acquisition through the provision of negative evidence and
through opportunities for modified output.” Interaction then is rich of meaning

2
negotiation where the learners can receive feedback from their interlocutors
Through processes of repetition, segmentation and rewording, interaction can serve
to draw learners‟ attention to form-meaning relationship and provide them with
additional time to focus on encoding meaning.( (Ellis and Foto ,1999,Alison 2007:
12-3)

The communicative process involves interaction between at least two people

who share a list of signs and semiotic rules. The concept of interaction is defined as
“reciprocal events that require at least two objects and two actions. Interaction
occurs when these objects and events naturally influence one another” Therefore,
interactions do not occur only from one side, there must be mutual influence
through giving and receiving messages in order to achieve communication. The
concept of interaction has a significant importance in the classroom too; it is
an essential part in learning and teaching processes(Wagner, 1994:8).

Interaction is something people can do together i.e. collectively. Obviously,

in the classroom it is considered as important for the teacher to manage who should
talk, to whom, on what topic, in what language and so on. However, none of this can
change the fact that classroom interaction focuses on the learners (Allwright and Baily
1991).

Oral feedback is one of the key beneficial aspects of interaction which

can promote learning in general. Through interaction that involves feedback, the
attention of the learners is paid to the form of errors and is pushed to create
modification.” In order for interaction to develop the speaking skill, learners must
notice the errors and recognize them for correction. Thus, for some researchers
attention is very crucial for learning. Feedback may occur from learners, i.e. learners
are able to correct and call each other’s attention to the errors. In doing so, they very
rarely replace their interlocutors‟ correct form with incorrect form. However,
feedback from teachers can be different from the learners‟ one, because teachers
employ many types of correction strategies

There are two types of feedback. Explicit feedback is defined as any feedback that
states overtly that learners do not use the second language correctly in their speech;
it is called also met linguistic feedback because teachers provide the learners
with the linguistic form of their errors. Whereas implicit feedback refers to the

3
 corrective feedback that includes requests for clarification or recasts, in other
words, teachers rephrase the learners‟ utterance by changing one or more
sentence component. (Mackey 2007).

Physical environment can affect students’ comfort and also their ability to
learn to some extent. Students who are comfortable are likely to get much information
as compared to those who are uncomfortable. Besides, the physical atmosphere can
also affect the morale of the learners. Unfavorable classroom environment can
discourage the learners and they become less willing to learn.

The subjective or non material environment of class room is also very

important including verbal communication, non verbal communication between
students and teachers, response of students on teacher’s questioning, manners of
students, and to observe if they are present mentally or physically, their attendance
and their involvement during lecture. It is also important to notice if teachers insist the
students to follow the books recommended by the departmental authorities or they
go beyond the bookish knowledge conduct discussions between students and teachers.

1. Significance of the Study:

As class room is one of the fundamental and important plat form for learning.
This is very important to know how this plat form is working. I myself am a student
and it’s been too long that I have been experiencing the class room environment
including formal and informal learning. I have been learning from multiple fellows
and multiple teachers. I observed variety of students including myself. At school level
I felt there was something missing in the class that could truly make me feel like I was
in class. It might be my own negligence it might be that teachers couldn’t perform
their job well or their way of delivering lecture was not that captivating to keep the
students involved or it might be the non serious attitude of class. Less participation of
students can also be the reason for not creating the learning environment.

This is why I wished to study different possible dimensions of class room

environment including physical and non physical environment.

4
 Objective of the Study:

1: To explore the effects of class room environment (material non material) on

student learning.

2: To explore the weak areas in class room and suggest recommendation for
student’s better performance.

Hypotheses:

Physical environment of class room has a direct effect on student learning.

Higher the Student interaction within class room, higher will be the academic
performance.

5
2. Conceptual Framework:

Background Independent Variable Dependent Variable

Variable

Age Class room environment Student learning

Gender  Teacher’s behavior  Student’s

involvement
Socio-economic  Hygiene during class
background  Availability of  Learning ability
technology  Student’s
Area of living  Interior/exterior confidence
 Ventilation  Student’s
Livelihood  Interaction competence
 Presentations
Educational  Academic
background Achievement

6
Chapter-2

LITERATURE REVIEW

Suleman et al (2014) during their research at secondary school level in kohat

division argued that Classroom management is a critical part of effective and
successful instruction. Effective classroom management, which initiates with well-
organized and efficient lesson planning preparation, helps a teacher to teach and
students to learn. Students perform well in an optimistic classroom atmosphere and an
environment in which they feel secure, safe, cared for and involved. From a student
point of view, effective and successful classroom management provides students with
opportunities to socialize while learning interesting content. From a teacher point of
view, effective classroom management involves preventive discipline and interesting
instruction (Lang and Hebert, 1995). To ensure a favorable classroom environment, it
should be well equipped and facilitated. The classroom physical arrangement provides
students with effective instruction and promotes smooth teaching learning process.
Physical facilities should be provided as they are helpful in improving the overall
performance of the school.

Physical environment refers to physical characteristics of the room. Physical

classroom environment is a combination of different things i.e., lighting, temperature,
ventilation system, size of the room, floor, walls, desks, chairs, rugs, whiteboards,
computers etc. Teacher and students are considered the main elements of the
classroom environment. Favorable physical environment has a significant positive
effect on the efficiency of any organization and acts as catalyzing agent to provide a
straight way for achieving predetermined objectives of an organization. But
unfortunately, physical environment in our classroom is not conducive for smooth
teaching learning process resulting fatigue and frustration among the students.
According to Halstead (1974), the physical environment is designed in such a way
that obstructs the learning process although researches have established a close
correlation between the amount of work individual do and its physical environment. It
stands to reason that a student sitting in an insufferably hot, airless room listening to a
lecture on cryogenics would not learn as much as he would in a cool, comfortable
space. Unfortunately, college buildings are designed to attract people from outside but
they failed to provide a safe and comfortable internal atmosphere for students.

7
 In the light of statistical analysis, it was concluded that there is significant
effect of classroom physical environment on the academic achievement scores of
secondary school students. Well equipped classroom with physical facilities has a
significant positive effect on the academic achievement scores of secondary school
students. The students of experimental group obtained high scores as compared to the
students of control group. Retention of the students of experimental group was found
significantly better than that of the students of control group. In addition, the students
of experimental group were found more motivated, interested and attentive during the
treatment. In nut shell, it is concluded that if the students feel comfortable within
classroom, then they will have much concentration on the lesson taught to them and
that is why they will get more information from the teachers and thus they will obtain
high scores.

Hannah (2013) during his study at Western Michigan University said that the
classroom environment plays a crucial role in keeping students engaged and allowing
them to be successful within the classroom. The teacher can modify the environment
to achieve these results. There is a multitude of ways in which to d o this. They can
arrange the desks in different patterns. They can decorate the walls with different
assignments or items. Students can be used to help lead the classroom in the way that
the teacher wants to go. Even adapting the lighting or the temperature of the room can
increase the effectiveness of instruction in the classroom. A good teacher is aware of
these elements and the importance that they play in student success. Without giving
attention to the environment of a classroom the teacher is setting their students up to
be less successful.

Wilson-Fleming (2012) argued that creating a positive classroom environment

is an important aspect of effective teaching. By creating positive classroom
environments, teachers are provided the opportunity for better classroom discipline
and management. A positive classroom environment is essential in keeping behavior
problems to a minimum. It also provides the students with an opportunity to think and
behave in a positive manner. Positive classroom environments help to enhance,
promote, and encourage students’ learning in all academic settings. The classroom
environment can be defined in terms of the students’ and teachers’ shared
perceptions in that environment (Fraser & Pickett, 2010).There are a number of ways
in which teachers can create positive classroom environments. Some suggestions for

8
creating a positive classroom environment includes: starting the year with high
expectations, encouraging student involvement, making the classroom visually
appealing, getting parents involved, and using effective praise and effective
feedback. It is essential for teachers to start the year with high expectations in order to
guarantee a positive classroom environment. The implementation of positive
expectations should occur on the first day of school/College/University. By doing
this, the students will gain a sense of ownership & responsibility for their actions.
This implementation will encourage them to behave and act appropriately with an
academically structured setting. Teachers should adhere to these expectations
throughout the year. Failure to do so will undermine the process and students will
revert to previous undesirable behaviors. To ensure a positive classroom
environment, teachers must explain why expectations are important. Students must
also have an input in the development of a positive environment. This involvement
will allow them to become stakeholders in the learning process and encourages an
Atmosphere of shared beliefs (Andrews, 2008).This new found sense of responsibility
enables students to make their own decisions about Learning. One possible strategy
utilized to encourage student involvement is the use of classroom monitors. The
monitor (s) can be either an individual student or a group of students. These students
will have assigned tasks to be carried out on a daily bases within the classroom. This
engaging activity allows them to have positive interaction with their peers with the
classroom setting. As a result, the students are provided an opportunity to take on
leadership roles.

Bucholz et al (2009) presents in his paper the type of classroom environment

that a teacher creates and encourages can either increase or decrease a student's ability
to learn and feel comfortable as a member of the class. The classroom environment
should do as much to foster cooperation and acceptance as the teaching methods that
the teacher uses. This article describes a number of methods to help teachers plan for
and create a classroom that welcomes and supports all children. At the beginning of
the year teachers have the goal of establishing a classroom environment that is
favorable for helping all students work cooperatively in order to learn. The classroom
environment can either improve or impede a student's ability to learn and feel safe and
comfortable as a member of the class.

9
 Classrooms that encourage emotional well-being create an atmosphere for
both learning and emotional development. Educational research supports creating an
atmosphere of mutual respect, where students feel relaxed in asking questions and
expressing their thoughts and feelings (Stronge, 2002). Some areas to consider when
creating an atmosphere of mutual respect are classroom design, classroom procedures,
and classroom strategies. Implementing a few strategies that address these areas can
help develop a strong sense of community and encourage positive interactions and
cooperative learning for students with and without disabilities. A warm classroom
environment can lead to increased academic achievement and a sense of pride and
belonging in the school.

A positive classroom environment is essential in keeping behavior problems to

a minimum. There are a number of ways in which teachers can create positive
classroom environments. Some of them will be discuss within this paper. It is
essential for teachers to start the school year with high expectations in order to
guarantee a positive climate. To ensure an atmosphere of success, teachers must
explain why expectations are important. By allowing and encouraging parents to be
involved within the classroom; students and parents feel that what is occurring in the
classroom is important. Parental involvement in the classroom and in their child’s
education are two factors that play a crucial role in having a successful school year as
well as having a positive classroom environment.

The classroom should also be arranged and set-up in a way that promotes and
increases students’ learning through group cohesiveness. The classroom should be
inviting by using bright and bold colors on the walls. Blair (2008), states that, “No
one wants to learn in a dull environment”. The teachers should also encourage
academic engagement by incorporating the use of word walls and thematic units in
the classroom. The word walls and thematic units may serve as motivational tools
for the students. These areas should always be organized, neat, and clean. Keeping
bulletin boards up-to-date in the classroom encourages students to perform to the best
of their ability. Undeniably, the appearance of a classroom leads to a positive
classroom environment and a productive school year.

10
 R. Trowler (2005) examined the relative lack of attention given to learning
and teaching issues at the departmental level in universities. Using a social practice
theory approach (Coffield, 1999, 493. Emphasis mine), social theory of learning
argues that learning is located in social participation and dialogue as well as in the
heads of individuals; and it shifts the focus from a concentration on individual
cognitive processes to the social arrangements and relationships which shape, for
instance, positive and negative «learner identities» which may differ over time and
from place to place.

What kinds of questions might such a sociological approach to teaching and

learning address at this, the meso level? They might include, for example: the social
dynamics of the classroom: why and how is it that classes develop a character of their
own which has important consequences for the teaching and learning process? The
social dynamics of non-classroom-based learning such as e-learning, action learning
sets and community-based learning. The social dynamics of the staff group: what
processes go on among staff teams which lead to recurrent practices and regular sets
of attitudes and meanings related to the teaching and learning process? The interaction
between social context and learning environment: what leads certain technologies to
be adopted, adapted or ignored to different degrees in different social locales? The
significance of semiotics: how do different «signs» (for example «the lecture», «the
exam») come to acquire very different connotations and emotional responses in
different social locales? The significance of micro-politics: how do subjectivities,
power relations, conceptions of role and inter-personal dynamics manifest themselves
and impinge on teaching and learning, on curriculum and assessment? The
significance of organizational context: how does the institutional context, in its
cultural and resource dimensions or others, impinge on the learning process? The
significance of social context for subjectivities: this is Coffield’s question, in the
quote above. In all of these areas of study the same underpinning broad question as
identified above can remain in place: «how can the processes of teaching and learning
be enhanced?». While it is true that sociologists rarely like to take questions like these
from others, preferring (as Ozga, 2000, points out) to make their own questions, such
a question is an important and challenging one. Other possible ones do exist of course.
They include: «why is it this way?»;«whose interests are being served here?»; «what
else is going on other than teaching and learning of the manifest curriculum?»; «how

11
else could this be A Sociology of Teaching, Learning and Enhancement Papers 76,
2005 17 done?». However, for the purposes of this paper we will retain that
underpinning question about enhancement.

The paper shows how the construction and enactment of teaching and learning
regimes at the departmental level can have significant effects on the reception and
implementation of initiatives designed to enhance practices and outcomes associated
with teaching and learning in university contexts.

The study focused on what is going on in the classroom, specifically on

teachers' questioning behavior - what kind of questions they ask, for what purposes,
and so on. Through observation, it was found that display questions outnumbered
referential ones. It was further observed that referential questions produced more
classroom interaction. Seliger and Long (1083) quote Swain (1983), who argues that
output may be an important factor in successful second language acquisition. She
suggests that output creates the necessity for the learner to perform a syntactic
analysis of the language. She further notes that comprehending the input or getting the
message is possible without such an analysis.

Producing one's own messages, on the other hand, may force the learner to pay
attention to the means of expression to successfully convey his/her intended meaning.
If it is true that such questions increase the amount of learner output, and if output
leads to better learning, then questions can be an important tool in the language
classroom, especially in those EFL contexts where the classroom provides the only
opportunity to produce the target language.

There are a number of factors leading to the reduced amount of interaction.

Repeated questions, low language proficiency, and limiting the class to the textbook
were among the observed factors leading to the reduction of interaction. When a
certain question is asked several times, students lose their interest init. It becomes
boring, and discourages any motivation to continue. Also, when teachers ask a low-
proficiency learner a talk-initiating question, and s/he fails to respond, communication
stops and the teacher is disappointed, turning to another learner in the hope of
achieving communication. Furthermore, when the

12
 Class-work is limited to a textbook; it was observed that negotiation of
meaning is reduced to zero when doing the structural-formalistic exercises of the
book. However, when there was, say, warm-up discussion at the outset of sessions,
learners were more inclined to talk and initiate.

However, there are a number of factors enhancing the amount of

interaction: interesting topics, teacher's attention, misunderstanding, information gap
and humor. It was observed that there was more student participation when the topic
interests them (e.g. topics such as marriage, religion, etc.). Also, in one interesting
case it was observed that one of the students had got a wrong idea of the meaning of
the word "food-shopper". He thought that the word equaled shopkeeper. There was
real interaction for about several minutes. Then the student understood the meaning
after a real challenge of his conception. This can also be considered as an example of
interaction resulting from a considerable information gap.

Moreover, teachers can increase the amount of interaction in their classes by

applying two factors: humor and interest (attention). A learner will be more inclined
to talk when s/he finds the teacher paying attention and interested in the answer. Also,
when the teacher incorporates a piece of humor into the atmosphere of the classroom,
students are encouraged to participate more than when it is a gloomy atmosphere with
the teacher as the sole speaker.

It was inferred from the obtained data that display questions requiring short
answers contained small pieces of information- e.g. on part of speech, word stress,
intonation, antonyms and synonyms, word pronunciation and meaning,
comprehension checks, etc.

Brock (1986) and Long and Sato (1983) have reported that classroom
interaction was characterized by the use of display questions. However, it seems that
the use of display questions can encourage language learners, especially beginners, to
get interested. It may also help teachers provide comprehensible input for learners.
Referential questions, typical of content classrooms and high proficiency language
classrooms, and usually requiring long and syntactically complex answers contain, in
fact, important points, e.g. interpretation, elaboration, giving opinions, etc

13
 However, it would be dangerous to generalize that referential questions
are more useful for language learning or display ones are useless. Each context
requires an appropriate strategy for itself. Allwright and Bailey (1990) maintain that it
is a dangerous oversimplification to suggest that verbal interaction in the classroom is
just a case of "the more, the merrier". They add that "there may be times when
teacher's desire to get students to interact verbally can be counterproductive. Rather, it
is important for teachers to adjust their teaching style to learners' strategies".

Finally, it is suggested to study the findings if this study in an experimental

research so that the results are scientifically verified.

A. Ahlkvist demonstrated that popular music’s potential as a tool for

teaching interactive introductory sociology courses is enhanced when a cultural
analysis of a specific music genre is incorporated into the classroom. Using this type
of analysis as an integrative course theme promotes active learning as students apply
sociological ideas to explain empirical reality. Using heavy metal music as an
example, I present a two-part model for integrating a cultural analysis of this music
and its subculture into the introductory course. Students first conduct a
sociologically grounded cultural analysis of heavy metal music. Then they expand
this analysis during the rest of the course by applying new concepts, theories,
and research to explain this cultural object sociologically. The article's final section
discusses the application of this model in a range of class contexts and provides
student responses to its use in an introductory sociology course.

Moreover, allowing and encouraging parents to be involved within the

classroom can aid in creating a positive environment. Blair (2008), states that,
“When parents are involved in the classroom, it sends the message that what is
happening in the classroom is important.”

14
Chapter- 3

METHODOLOGY

Methodology techniques are very important for analyzing sociological

problem empirically. The scientific methodology is a system of explicit rules and
procedures upon which research is based and against which claim for knowledge
evaluated (Nachmiss and Nachmiss, 1992).

QUANTITATIVE RESEARCH
In layman’s terms, this term means the quantitative researcher ask a specific,
narrow question and collects numerical data from participants to answer the question.
The researcher analyzes the data with the help of statistics. The researcher is hoping
the numbers will yield an unbiased result that can be generalized to some larger
population (Goode and Hatt, 2006). The researcher will use quantitative research
method to investigate the topic.

UNIVERSE
"Universe or population is defined as the total number of people living with in
specific areas" (Neuman, 2001). The universe of this study was confined to University
of Sargodha.

UNIT OF ANALYSIS
The unit of analysis for this study is the student currently enrolled in
University of Sargodha from 18-29 age groups.
SAMPLE AND SAMPLING TECHNIQUE
Sampling may be defined as measuring a small portion of something and then making
a general statement about the whole thing. It enables the study of a larger,
heterogeneous population more economic wise, meaning not too costly, and more
realistic and possible to make (Goode and Hatt, 2006).
Multi Stage Sampling
Multi stage sampling refers to sampling plans where the sampling is carried
out in stages using smaller and smaller sampling unit at each stage.Multi stage
sampling can be a complex form of cluster sampling. Cluster because sampling is a
type of sampling which involves dividing the population into groups (or cluster).then,

15
 one or more cluster are chosen at random and everyone within the chosen cluster is
sampled.
The researcher used multi stage sampling because it enhances the chances of
getting data from all the required population through using different extensions of
multi stage sampling such as convenient and random sampling.
Researcher selected population on three stages
1. At first stage researcher selected sample size of 384 using statistical sample size
calculator from all faculties included total population 19950.
2. At second stage researcher selected 2 departments from each faculty through using
chit to draw method randomly.
3. At third stage researcher selected 24 students .In which 12 were male and 12 were
female using convenient sampling.
TOOL OF DATA COLLECTION
The questionnaire was used as an instrument for data collection. The
questionnaire was contained 62 questions which were asked from students. It was
comprised of most items on five point Linkert scale, and was (strongly agree) (agree)
(neutral) (disagree) (strongly disagree).
Data will be analyzed by SPSS program.
STATISTICAL TECHNIQUES
1. Percentage
Cross tabulation were made and interpreted with the help of percentage in order to
see the relationship among various variables. The formula for calculating the percentage
is as under:
P = F / N x 100
Where:
F = Frequency of the respondents
N = Total frequency
P = percentage
2. Chi-Square
Chi-Square test was applied to examine relationship between independent and dependent
variables. X2were computed by using the following formula:
X2 = ∑ (fo -fe)2 f
Where:
O = Observed values
16
E = Expected values
∑ = Total sum

17
CONCEPTUALIZATION AND OPERATIONALIZATION

Conceptualization is the process of development and clarification of concepts.

In other words, clarifying one's concepts with words and examples and arriving at
precise verbal definitions. Conceptualization demands operational definition of
concepts and variables along with their specific components that are used by the
researcher. Therefore, some of the important concepts that have been used in the
study are operational zed as under. A concept is a word that expresses an abstraction
formed by generalization from particular. A construct is a concept created explicitly
for a specific scientific purpose. While social researchers intend to understand the
process of conceptualization in sociology they will have to note something to note is
that neither concepts nor constructs exist in our world.

Operationalization refers the process in which the researcher converts the

concepts into their measurable forms. Unlike physical sciences the concepts employed
in social sciences are always not concrete and physically observable. Hence the
researchers seek to draw their operational definitions by developing their indicators.
This process is the most sensitive process in the research. It largely influences the
validity and reliability of research (Zill-e-Huma, 2003).

The conceptual and operational definitions of the concepts used by the

researcher in the present study are given below:

Background variable

1: Age

a. Conceptual definition

The amount of time during which a person or animal has lived.

The length of time during which a being or thing has existed; length of
life or existence to the time is called age.

18
b. Operational definition

Age is the helpful indicator to know the learning stage of respondent. Age
most often reflects the mental status, understanding, experiences and maturity level.
While researcher was seeking the effects of class room environment on student
learning, students were selected from 17-29.This age group is selected because from
17 students started becoming mature. At that stage they were fresh thinkers and full of
energy with inquisitive nature.

2: Gender

a. Conceptual definition

Gender is a term that refers to social or cultural distinctions associated with

being male or female. Gender identity is the extent to which one identifies as being
either masculine or feminine (Diamond 2002). A person's sex, as determined by his or
her biology, does not always correspond with his or her gender.

Either the male or female division of a species, especially as differentiated by

social and cultural roles and behavior is called gender.

b. Operational definition

Class room environment affects students according to their gender in terms of

physical and non physical environment because girls are usually sensitive, shy, and
well mannered, they want to be dealt politely by the class fellows and teacher as well.
Whereas boys are generally bold, clever, less mannered and less sensitive. For
researcher it was very important to know that if both the boys and girls were
comfortable with each other in class room and with their teacher as well.

3: Socio-economic background

a. Conceptual definition

Socio economic status is a construct that reflects one’s access to collectively

desired resources, be they material goods, money, power, friendship networks,
healthcare, leisure time, or educational opportunities (Oakes and Rossi 2003).

19
 Socio-economic status is a scale to measure the class, determined by the combination
of income, occupational prestige, and years of education (Frank, 2010).

b. Operational definition:

In Pakistan there are many academic institutions which facilitate students

according to fee structure they demand. The more the students will pay more they will
be better facilitated.Socio economic status of the students could help researcher to
know the previous academic institution of the students, their understanding about
class room and the facilities they were provided by their current institution.

Independent Variable:

1. Class room environment

b. Conceptual definition

Classroom environment encompasses a broad range of educational concepts,

including the physical setting, the psychological environment created through social
contexts, and numerous instructional components related to teacher characteristics and
behaviors.

b. Operational definition:

Class room is the place for students where they attend lectures and become a
future source of producing knowledge. Class room environment was the subject
matter of this study. Researcher’s focus remained on the class room environment
including both physical and non physical environment .Students’ performance
depends upon the relaxed and facilitated environment of the class.

2: Teacher’s behavior
a. Behavior:
Behavior is something that a person does that can be observed, measured, and
repeated. When we clearly define behavior, we specifically describe actions (e.g.,
Sam talks during class instruction). We do not refer to personal motivation, internal
processes, or feelings (e.g., Sam talks during class instruction to get attention).

20
b. Teacher’s behavior
Teacher’s behavior is something that a teacher does in class room that can be
observed, learnt, measured, and repeated by the students.

c. Operational definition

Teacher is one of the leading and independent variables in the study effects of
class room environment on student learning. Teacher’s charismatic personality can set
and control the non physical or subjective environment of the class room. Teacher’s
behavior can also reshape the personality of the student in positive and progressive
way.

3. Hygiene

a. Conceptual definition

The things that you do to keep yourself and your surroundi ngs clean in
order to maintain good health.

The good class room is characterized by relaxed environment, by

evidences of wholesome and purposeful activities by display of student’s
work and by the best use of available facilities such a class room may be said
to possess in a real sense environment which make it felt in the presence of
even casuals’ visitors.

b. Operational definition

Class room hygiene referred to the well equipped physical env ironment
including, relaxed sitting arrangement, technology, ventilation neat and clean
class room, interior/exterior. Researcher used these terms to know the
physical environment of class room.

4. Technology

a. Conceptual definition

21
 Technology is the extension of our human capability in order to satisfy
our needs or wants.

The use of science in industry, engineering, etc to invent useful things

or to solve problems. A machine of equipment, method, etc that is created by
technology.

b. Operational definition

Technology including multimedia, sound system and other equipments

that may help student to enhance their understanding and make the lecture
easy and interesting for students.

5. Interior/exterior

a. Conceptual definition

Interior design is "the art or process of designing the interior, often including
the exterior, of a room or building". An interior designer is someone who coordinates
and manages such projects.

b. Operational definition

Class room internal decoration was referred to interior/exterior. It

included paintings hanging on walls, lighting, boards, and furniture.

6. Ventilation

a. Conceptual definition

The process or act of supplying a house or room continuously with fresh air.

b. Operational definition

Ventilation referred to this study as crossing of air either through

windows or exhaust fan in class room. Ventilation was necessary for students
to keep themselves fresh during lecture and for getting better result about the
study effect of class room environment on student learning.

22
7. Interaction

a. Conceptual definition

It is a social process between two or more persons. It is reciprocal in nature. It

can be called stimulus-response condition among individuals. It is like bandied ball
against the wall. When two persons talk with each other or respond to each other on
telephone or internet develop correspondence with letter there is interaction.

The process by which people act and react in relation to others

b. Operational definition

It is an art to be social and to have the ability to have good interaction with
friends, family and class fellows. People learn from each other while they have gossip
over social problems, politics and global issues. Having discussion when things go
wrong can sort out the matter.

Researcher used this word/term as one of the source of effective learning from
the non material environment of the class.

Dependent Variable

1. Student’s involvement

a. Conceptual definition

“The fact or condition of being involved with or participating in something”.

Defined as a complex of self-reported traits and behaviors (e.g., the extent to

which students work hard at their studies, the number of hours they spend studying,
the degree of interest in their courses, good study habits), academic involvement
produces an unusual pattern of effects.

b. Operational definition

If students do not pay attention towards lecture or if they don’t

participate in class activities that means they are not interested in lecture or

23
 they don’t want to develop their interest in lecture. Such students are unable
to bring definite change in their personalities at the end of the term.

In this present study by student involvement researcher was seeking

about the environment of class room if the class room
was a complete package for students’ learning.

2. Learning ability

a. Conceptual definition
The acquisition of knowledge or skills through study, experience, or being
taught.

b. Operational definition

In this present research learning ability was referred to the student’s tendency
towards learning .Students usually are intelligent or hardworking. Those who have
both qualities can develop their ability towards learning process.
3. Confidence
a. Conceptual definition
A feeling or belief that you can do something well or succeed at
something
b. Operational definition

When students are very sure about doing something right that behavior
enhance their involvement and referred as confidence.

4. Competence

a. Conceptual definition
The ability to do something well or the quality or state of being competent.
b. Operational definition
The ability of students that makes them confident enough to participate in any
activity that held in class room.

5. Presentations

24
a. Conceptual definition
Presenting information clearly and effectively is a key skill to get your
message or opinion across and, today, presentation skills are required in every field.

b. Operational definition

Presentation is one of important source to polish students confidence to face

people to learn how to communicate and how to deliver knowledge/information to
others

6. Academic Achievement

a. Conceptual definition
Academic achievement refers to a student's success in meeting short- or long-term
goals in education. In the big picture, academic achievement means completing high
school or earning a college degree. In a given semester, high academic
achievement may mean a student is on the honor roll.

b. Operational definition

Academic achievement referred to student’s grades at the end of term

or at the end of degree with remarkable postion.

25
Chapter- 4
DATA ANALYSIS
Types of Data Analysis
Analysis and interpretation of data are the most important steps in scientific research.
Without these steps, generalization and prediction cannot be achieved which is the
target of a scientific research. This chapter presents the analysis and interpretation of
the date.

Univariate/descriptive Analysis
It is used to represent the characteristics of some social phenomenon. It has been
measured by counting the frequency and percentage with which some characteristics
occur (Blaike, 2003)

26
 Table: 1

n=384
Percentage distribution of respondents according to their faculty and department

Faculty Department Frequency Percent

faculty of agriculture food science + animal science 24+24=48 12.5
faculty of arts, social sciences
Education+ Sociology 24+24=48 12.5
and law
faculty of Islamic and oriental
Islamic studies + oriental language 24+24=48 12.5
learning
faculty of medical and health
Physical therapy+ medical education 24+24=48 12.5
sciences
faculty of management and
business administration+ Commerce 24+24=48 12.5
administrative sciences
faculty of science and Chemistry+ computer science and
24+24=48 12.5
technology IT
faculty of pharmacy Pharmacology+ Pharmacognosy 24+24=48 12.5
faculty of engineering and mechanical engineering and
technology technology+ electrical engineering 24+24=48 12.5
and technology
Total 384 100

Table indicates the department wise percentage and frequency distribution of

the selected universe. It reveals that 16 departments were selected from 8 faculties
including whole university students. From each faculty 2 departments were selected
from 2 departments 12.5 percent students were selected.

27
Table: 2

n=384

Percentage distribution of respondents according to their gender.

Gender Frequency Percent

Male 192 50
Female 192 50
Total 384 100

Table reveals the percentage and frequency distribution according to the

gender of the respondents. It reveals that 50% were male and 50% were female.

28
Table: 3
n=384
Percentage distribution of respondents according to their education level.

Education Frequency Percent

Under Graduate 195 51
Graduate 153 40
post graduate 36 9
Total 384 100

Table shows the percentage and frequency distribution according to the

education of the respondents. It reveals that 51% were under graduate, 40% were
graduate and 9% were post graduate.

29
Table: 4

n=384
Percentage distribution of respondents according to their educational year.
Semester/year Frequency Percent
1 22 6
2 188 49
3 22 5
4 152 40
Total 384 100

Table depicts the percentage and frequency distribution according to the

educational year of the respondents. It reveals that 6% were in first year, 49% were
in second year, 5% respondents were in third year and 40% were in forth year.

30
Table: 5
n=384
Percentage distribution of respondents according to their age.
.

Age Frequency Percent

17-20 35 9
21-24 270 71
25-28 63 16
29 and above 16 4
Total 384 100

Table indicates the percentage and frequency distribution according to the

age of the respondents. It reveals that 9% respondents were from 17-20, 71%
respondent from 21-24, 16% respondents from 25-28 and 4% respondent from 29 and
above.

31
Table: 6.
n=384
Percentage distribution of respondents according to their residential area.

living area Frequency Percent

Rural 169 44
Urban 215 56
Total 384 100

Table reveals the percentage and frequency distribution according to the living
area of the respondents. It reveals that 44% belonged to rural area, 56% respondent
belonged to urban area.

32
Table: 7

n=384
Percentage distribution of respondents according to the residence.

you live in Frequency Percent

your own home 167 44
Hostel 158 41
relative's home 39 10
rented home 20 5
Total 384 100

Table depicts the percentage and frequency distribution according to the

residence of the respondents. It reveals that 44% respondents were living in their own
home, 41% respondents were hostelries, 10% respondents were living in their
relative’s home and 5% respondent were living in rented homes.

33
Table: 8

n=384
Percentage distribution of respondents according to their source of income.

source of income Frequency Percent

own business 47 12
Job 78 20
pocket money 259 68
Total 384 100

Table shows the percentage and frequency distribution according to the source
of income of the respondents. It reveals 12% respondents do their own business,
20%respondents are doing job and 68% respondents depend upon pocket money from
their parents with.

34
Table: 9

n=384

Percentage distribution of respondents according to their father’s qualification

father's qualification Frequency Percent

Illiterate 39 10
Primary 21 5
Middle 50 13
Metric 67 18
Inter 60 16
Graduate 93 24
post graduate 54 14
Total 384 100.0

Table depicts the percentage and frequency distribution according to the

father’s qualification of the respondents. It reveals 10% respondent’s fathers were
illiterate, 5% respondent’s fathers were primary, 13% respondent’s fathers were
middle,18% respondent’s fathers were metric,16%respondent’s were inter ,24%
respondent’s fathers were graduate and 14% respondent’s fathers were postgraduate.

35
Table: 10
n=384
Percentage distribution of respondents according to their father’s occupation.

father's occupation Frequency Percent

government job 138 36
private job 80 21
Business 152 40
Null 8 2
Retired 6 1
Total 384 100.0

Table depicts the percentage and frequency distribution according to the

father’s occupation of the respondents. It reveals 36% respondent’s fathers were doing
government job, 21%respondent’s fathers were doing private job, 40% were doing
their own business, 2% fathers were late and 1% fathers of the respondents were
retired.

36
Table: 11
n=384
Percentage distribution of respondents according to their mother’s qualification.

mother's qualification Frequency Percent

Illiterate 78 21
Primary 76 20
Middle 52 14
Metric 78 20
Inter 34 9
Graduate 37 10
post graduate 25 6
Total 384 100

Table reveals the percentage and frequency distribution according to the

father’s qualification of the respondents. It reveals 21% respondent’s mothers were
illiterate, 20% respondent’s mothers were primary, 14% respondent’s mothers were
middle,20% respondent’s mothers were metric,9% respondent’s mothers were inter
,10% respondent’s mothers were graduate and 6% respondent’s mothers were
postgraduate

37
Table: 12

n=384
Percentage distribution of respondents according to their home environment.

home environment Frequency Percent

Liberal 56 15
Moderate 219 57
Religious 109 28
Total 384 100

Table shows the percentage and frequency distribution according to the home
environment of the respondents. It reveals that home environment of 15%respondents
was liberal, 57% respondents had moderate environment at home and 28%
respondents had religious environment.

38
Table: 13

n=384
Percentage distribution of respondents according to their schooling institution.

schooling from Frequency Percent

government school 173 46
private school 166 43
semi government 45 11
Total 384 100

Table depicts the percentage and frequency distribution according to the

schooling of the respondents. It reveals that schooling of 46% respondents was from
government school with 43, schooling of 43% respondents was from private school
and schooling of 11 respondents was from semi government school.

39
Table: 14
n=384
Percentage distribution of respondents according to their college level institution.

college education from Frequency Percent

government college 188 49
private college 162 42
semi government 34 9
Total 384 100

Table indicates the percentage and frequency distribution according to the

college education of the respondents. It reveals 49% respondents studied from
Government College, 42% respondents studied from private college and 9%
respondent studied from semi Government College.

40
Table: 15

n=384
Percentage distribution of respondents according to their opinion about teacher’s
mood while entered in class.

Category Frequency percent

strongly agree 92 24
Agree 194 51
Neutral 68 18
Disagree 21 5
strongly disagree 9 2
Total 384 100

Table shows that maximum respondents (24%) were strongly agree,

significant respondents(51%)were agree, some of respondent(18%) were neutral, a
few respondents(5%) were disagree and minimum(2%) respondents were strongly
disagree.
Majority of the respondents strongly agreed to the statement that teacher
enters in class with pleasant mood.

41
Table: 16
n=384
Percentage distribution of respondents according to their opinion about the way
teacher began the lecture.

Category Frequency Percent

strongly agree 52 13
Agree 155 41
Neutral 101 26
Disagree 59 16
strongly disagree 17 4
Total 384 100

Table depicts that a few respondents 13% were strongly agree, maximum
respondents 41% were agree, significant respondent 26% were neutral, some
respondents 16% were disagree and minimum 4% respondents were strongly
disagree.
Majority of the respondents agreed to the statement that teacher begins the
lecture with motivational quote/story.

42
Table: 17
n=384
Percentage distribution of respondents according to their opinion about reaction on
listening teacher’s experiences.

Category Frequency Percent

strongly agree 156 41
Agree 161 42
Neutral 45 12
Disagree 16 4
strongly disagree 6 1
Total 384 100

Table reveals that significant respondents 41% were strongly agree,

maximum respondents 42% were agree, some of respondent(12%) were neutral, a few
respondents 4% were disagree and minimum 1% respondents were strongly disagree.
Majority of the respondents remained either strongly agree or agree to the
statement I enjoy when teacher share his own experiences during lecture.

43
Table: 18
n=384
Percentage distribution of respondents according to their opinion about encouraging
behavior of teacher on questioning during lecture.

Category Frequency Percent

strongly agree 91 24
Agree 177 46
Neutral 69 18
Disagree 32 8
strongly disagree 15 4
Total 384 100

Table indicates that significant respondents 24% were strongly agree,

maximum respondents 46% were agree, some of respondent 18% were neutral, a few
respondents 8% were disagree and minimum 4% respondents were strongly disagree.
Majority of the respondents remained either strongly agree or agree to the
statement teacher encourages us to ask question during lecture.

44
Table: 19
n=384
Percentage distribution of respondents according to their opinion about comfort level
during lecture in class.
Category Frequency Percent
strongly agree 73 19
Agree 157 41
Neutral 99 26
Disagree 38 10
strongly disagree 17 4
Total 384 100

Table shows that some of respondents 19% were strongly agree, maximum
respondents 41% were agree, significant respondent 26% were neutral, a few
respondents 10% were disagree and Minimum 4% respondents were strongly
disagree.
Majority of the respondents agreed to the statement I feel comfortable during
lecture in class.

45
Table: 20
n=384
Percentage distribution of respondents according to their opinion about teacher’s
politeness throughout the lecture.

Category Frequency Valid

strongly agree 55 14
Agree 127 33
Neutral 124 32
Disagree 52 13
strongly disagree 26 7
Total 384 100

Table depicts that some of respondents 14% were strongly agree, maximum
Respondents 33% were agree, significant respondent 32% were neutral, a few
respondents 13% were disagree and minimum 7% respondents were strongly
disagree.
Majority of the respondents were strongly agreed or agree to the statement
teacher remains polite throughout the lecture.

46
Table: 21
n=384
Percentage distribution of respondents according to their opinion about teacher’s
punctuality.
.
Category Frequency Percent
strongly agree 48 12
Agree 112 29
Neutral 93 24
Disagree 98 26
strongly disagree 33 9
Total 384 100

Table depicts that a few respondents 12% were strongly agree, maximum
respondents 29% were agree, some of respondent 24% were neutral, significant
respondent 26% were disagree and minimum 9% respondents were strongly disagree.
Majority of the respondents agreed to the statement teacher enters in class on
time.

47
Table: 22

n=384

Percentage distribution of respondents according to their opinion about hesitation

while they questioned in class.

Category Frequency Percent

strongly agree 50 13
Agree 99 26
Neutral 112 29
Disagree 84 22
strongly disagree 39 10
Total 384 100.0

Table depicts that a few respondents 13% were strongly agree, significant
respondents 26% were agree, maximum respondent 29% were neutral, some of
respondent 22% were disagree and minimum 10% respondents were strongly
disagree.
Majority of the respondents remained neutral to the statement I feel hesitation
to ask question to my teacher in class room

48
Table: 23

n=384
Percentage distribution of respondents according to their opinion about hesitation to
face teacher on failure.

Category Frequency Percent

strongly agree 53 14
Agree 130 34
Neutral 95 25
Disagree 83 21
strongly disagree 23 6
Total 384 100

Table depicts that a few respondents 14% were strongly agree, maximum
respondents 34% were agree, some of respondent 25% were neutral, some of
respondents 21% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement I can’t face teacher on my
failure because he gets angry.

49
Table: 24
n=384
Percentage distribution of respondents according to their opinion about teacher’s habit
of quoting relevant example in lecture.

Category Frequency Percent

strongly agree 78 20
Agree 186 49
Neutral 77 20
Disagree 34 9
strongly disagree 9 2
Total 384 100

Table indicates that significant respondents 20% were strongly agree,

maximum respondents 49% were agree, some of respondent 20% were neutral, a few
respondents 9% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents were strongly agreed to the statement Teacher
often quotes relevant examples in lecture.

50
Table: 25

n=384
Percentage distribution of respondents according to their opinion about reaction on
being appreciated by the teacher.

Category Frequency Percent

strongly agree 131 34
Agree 169 44
Neutral 51 13
Disagree 24 6
strongly disagree 9 3
Total 384 100.0

Table depicts that significant respondents 34% were strongly agree,

maximum respondents 44% were agree, some of respondent 13% are neutral, a few
respondents 6% are disagree and minimum 3 respondents are strongly disagree.
Majority of the respondents agreed to the statement teacher often quotes
relevant examples in lecture

51
Table: 26
n=384
Percentage distribution of respondents according to their opinion about enhancement
in learning by the compliments of teacher.

Category Frequency Percent

strongly agree 89 23
Agree 146 38
Neutral 96 25
Disagree 31 8
strongly disagree 22 6
Total 384 100

Table depicts that significant respondents 23% were strongly agree,

maximum respondents 38% were agree, some of respondent 25% were neutral, a few
respondents 8% were disagree and minimum 6% respondents are strongly disagree.
Majority of the respondents were agree to the statement Teacher’s
compliments enhance my learning capacity.

52
Table: 27
n=384
Percentage distribution of respondents according to their opinion about teacher’s habit
of scolding them in class.

Category Frequency Percent

strongly agree 53 14
Agree 118 31
Neutral 123 32
Disagree 62 16
strongly disagree 28 7
Total 384 100

Table depicts that a few respondents 14% were strongly agree, significant
respondents 31% were agree, maximum respondent 32% were neutral, some of
respondents 6% were disagree and minimum 7% respondents were strongly disagree.
Majority of the respondents were neutral to the statement Teacher is used to
scold me in class.

53
Table: 28

n=384

Percentage distribution of respondents according to their opinion about

disappointment they felt when teacher didn’t give them proper time for guidance.

Category Frequency Percent

strongly agree 95 25
Agree 142 37
Neutral 84 22
Disagree 44 11
strongly disagree 19 5
Total 384 100

Table depicts that significant respondents 25% were strongly agree,

maximum respondents 37% were agree, some of respondent 22% were neutral, a few
respondents 11% were disagree and minimum 5% respondents were strongly
disagree.
Majority of the respondents agreed to the statement I get disappointed when
my teacher does not give us proper time for guidance.

54
Table: 29
n=384
Percentage distribution of respondents according to their opinion about teacher’s way
of leaving class on time.

Category Frequency Percent

strongly agree 62 16
Agree 163 42
Neutral 96 25
Disagree 44 11
strongly disagree 19 5
Total 384 100

Table indicates that some of respondents 16% were strongly agree, maximum
respondents 42% were agree, significant respondent 25% are neutral, a few
respondents 11% are disagree and minimum 5% respondents are strongly disagree.
Maximum respondents agreed to the statement Teacher is used to leave class
on time.

55
Table: 30
n=384
Percentage distribution of respondents according to their opinion about teacher’s habit
of conducting makes up classes.

Category Frequency Percent

strongly agree 79 21
Agree 143 37
Neutral 93 24
Disagree 51 13
strongly disagree 18 5
Total 384 100

Table depicts that some of respondents 21% were strongly agree, maximum
respondents 37% were agree, significant respondent 24% were neutral, a few
respondents 13% were disagree and minimum 5% respondents were strongly
disagree.
Majority of the respondents agreed and agree to the statement Teacher often
conducts make up class.

56
Table: 31

n=384
Percentage distribution of respondents according to their opinion about teacher’s
expectation of having all students present on time.

Category Frequency Percent

strongly agree 91 24
Agree 175 46
Neutral 69 18
Disagree 34 8
strongly disagree 15 4
Total 384 100

Table shows that significant respondents 24% were strongly agree, maximum
respondents 46 were agree, some of respondent 18% were neutral, a few respondents
8% were disagree and minimum 4% respondents were strongly disagree.
Majority of the respondents agreed to the statement teacher wants student
present in time.

57
Table: 32
n=384
Percentage distribution of respondents according to their opinion about teacher’s habit
of imposing fine to late comers.

Category Frequency Percent

strongly agree 60 16
Agree 121 32
Neutral 98 25
Disagree 74 19
strongly disagree 31 8
Total 384 100

Table indicates that a few respondents 16% were strongly agree, maximum
respondents 32% were agree, significant Respondent 25% were neutral, some of
respondents 9% were disagree and minimum 8% respondents were strongly disagree.
Majority of the respondents agreed to the statement that teacher imposed fine
to late comers.

58
Table: 33

n=384
Percentage distributions of respondents according to their opinion about teacher’s
appreciation for students on cross questioning.

Category Frequency Percent

strongly agree 82 21
Agree 150 39
Neutral 87 23
Disagree 45 12
strongly disagree 20 5
Total 384 100

Table shows that respondents 21% were strongly agree, maximum

respondents 39% were agree, some of respondents 23% were neutral, a few
respondents 12% were disagree and minimum 5% respondents were strongly
disagree.
Majority of the respondents agreed to the statement teacher appreciates us on
having cross questions during lecture

59
Table: 34
n=384
Percentage distribution of respondents according to their opinion about teacher’s
tolerance level on repeated questioning during lecture.

Category Frequency Percent

strongly agree 63 16
Agree 172 45
Neutral 82 21
Disagree 46 12
strongly disagree 21 6
Total 384 100

Table indicates that some of respondents 16% were strongly agree, maximum
respondents 45% were agree, some of respondent 21% were neutral, a few
respondents 12% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement that teacher remains
humble in spite of our repeated questions

60
Table: 35
n=384
Percentage distribution of respondents according to their opinion about teacher’s
concern for holding discussion with students on poor performances.

Category Frequency Percent

strongly agree 53 14
Agree 150 39
Neutral 114 30
Disagree 44 11
strongly disagree 23 6
Total 384 100

Table reveals that some of respondents 14% were strongly agree, maximum
respondents 39% were agree, significant respondent 30% were neutral, a few
respondents 11% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement teacher holds discussions
on poor performance of students in my class

61
Table: 36
n=384
Percentage distribution of respondents according to their opinion about teacher’s
concern for students who never participate in class.
Category Frequency Percent
strongly agree 88 23
Agree 135 35
Neutral 85 22
Disagree 50 13
strongly disagree 26 7
Total 384 100

Table indicates that significant respondents 23% were strongly agree,

maximum respondents 35% were agree, some of respondent 22% were neutral, a few
respondents 13% were disagree and minimum 7% respondents were strongly
disagree.
Majority of the respondents agreed to the statement teacher highlights and
encourages those students who never participate in class activities.

62
Table: 37

n=384

Percentage distribution of respondents according to their opinion about cleanliness of

class room.

Category Frequency Percent

strongly agree 83 22
Agree 122 32
Neutral 81 21
Disagree 59 15
strongly disagree 39 10
Total 384 100

Table shows that significant respondents 22% were strongly agree, maximum
respondents 32% were agree, some of respondent 21% were neutral, a few
respondents 15% were disagree and minimum 10% respondents are strongly disagree.
Majority of the respondents agreed to the statement I always find my class
room neat and clean.

63
Table: 38
n=384
Percentage distribution of respondents according to their opinion that said cleanliness
of class room helped teacher to concentrate on lecture

Category Frequency Percent

strongly agree 86 23
Agree 179 47
Neutral 78 20
Disagree 28 7
strongly disagree 13 3
Total 384 100

Table reveals that significant respondents 23% were strongly agree, maximum
respondents 47% were agree, some of respondent 20% were neutral, a few
respondents 7% were disagree and minimum 3% respondents were strongly disagree.
Majority of the respondents remained agree to the statement cleanliness of
class room helps teacher to concentrate on lecture

64
Table: 39
n=384
Percentage distribution of respondents according to their opinion that cleanliness of
class room affected their performance.

Category Frequency Percent

strongly agree 93 25
Agree 161 42
Neutral 93 24
Disagree 28 7
strongly disagree 9 2
Total 384 100

Table shows that significant respondents 25% were strongly agree, maximum
respondents 42% were agree, some of respondent 24% were neutral, a few
respondents 7% are disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement Cleanliness of class room
affects my academic performance.

65
Table: 40

n=384
Percentage distribution of respondents according to their opinion that they felt
comfortable in class room because of sitting arrangement.

Category Frequency Percent

strongly agree 76 20
Agree 188 49
Neutral 71 18
Disagree 35 9
strongly disagree 14 4
Total 384 100

Table depicts that significant respondents 20% were strongly agree,

maximum respondents 49% were agree, some of respondent 18% were neutral, a few
respondents 9% were disagree and minimum 4% respondents were strongly disagree.
Maximum respondents agree to the statement I feel comfortable in class room
because of sitting arrangement

66
Table: 41
n=384
Percentage distribution of respondents according to their opinion that they found
reasonable space between rows in class room.

Category Frequency Percent

strongly agree 70 18
Agree 169 44
Neutral 99 26
Disagree 31 8
strongly disagree 15 4
Total 384 100.0

Table indicates that some of respondents 18% were strongly agree, maximum
respondents 44% were agree, significant respondent 26% were neutral, a few
respondents 8% were disagree and minimum 4% respondents were strongly disagree.
Majority of the respondents agreed to the statement there is reasonable space
between rows.

67
Table: 42

n=384
Percentage distribution of respondents according to their opinion that nobody used to
fix seat in their class.

Category Frequency Percent

strongly agree 79 21
Agree 151 40
Neutral 77 20
Disagree 59 15
strongly disagree 18 4
Total 384 100

Table reveals that significant respondents 21% were strongly agree, maximum
respondents 40% were agree, some of respondent 20% were neutral, a few
respondents 15% were disagree and minimum 4% respondents were strongly
disagree.
Majority of the respondents agreed to the statement in our class no body fixes
his seat.

68
Table: 43

n=384
Percentage distribution of respondents according to their opinion that teacher could
freely move in class during lecture.

Category Frequency Percent

strongly agree 88 23
Agree 151 40
Neutral 78 20
Disagree 44 11
strongly disagree 23 6
Total 384 100

Table shows that significant respondents 23% were strongly agree, maximum
respondents 40% were agree, some of respondent 20% were neutral, a few
respondents 11% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement teacher freely moves in
class room during lecture.

69
Table: 44
n=384
Percentage distribution of respondents according to their opinion that students could
freely move in class because of wide sitting arrangement.
.
Category Frequency Percent
strongly agree 69 18
Agree 144 38
Neutral 84 22
Disagree 62 16
strongly disagree 25 6
Total 384 100

Table depicts that significant respondents 18% were strongly agree, maximum
respondents 38% were agree, some of respondent 22% were neutral, a few
respondents 16% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement Students can freely move
in class because of wide sitting arrangement.

70
Table: 45
n=384
Percentage distribution of respondents according to their opinion that their confidence
enhanced due to sit in mix setting of boys and girls.

Category Frequency Percent

strongly agree 85 22
Agree 132 35
Neutral 93 24
Disagree 51 13
strongly disagree 23 6
Total 384 100

Table indicates that some respondents 22% were strongly agree, maximum
respondents 35% were agree, significant of respondent 24% were neutral, a few
respondents 13% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement it enhances my confidence
to sit in mix setting of boys and girls in class.

71
Table: 46

n=384
Percentage distribution of respondents according to their opinion that sitting
arrangement of their class was comfortable enough to focus on lecture.

Category Frequency Percent

strongly agree 62 16
Agree 182 48
Neutral 73 19
Disagree 48 12
strongly disagree 19 5
Total 384 100

Table reveals that some of respondents (16%) were strongly agree, maximum
respondents(48%) were agree, significant respondent 19% were neutral, a few
respondents 12% were disagree and minimum 5% respondents were strongly
disagree.
Majority of the respondents agreed to the statement sitting arrangement of our
class is comfortable enough to focus on lecture.

72
Table: 47
n=384
Percentage distribution of respondents according to their opinion that they kept
changing their sitting arrangement according to their comfort.

Category Frequency Percent

strongly agree 63 16
Agree 180 47
Neutral 85 22
Disagree 42 11
strongly disagree 14 4
Total 384 100

Table shows that some of respondents 16% were strongly agree, maximum
respondents 47% were agree, significant respondent 22% were neutral, a few
respondents 11% were disagree and minimum 4% respondents were strongly
disagree.
Majority of the respondents agreed to the statement we keep changing sitting
arrangement according to our comfort.

73
Table: 48
n=384
Percentage distribution of respondents according to their opinion that they often found
dust on chairs.

Category Frequency Percent

strongly agree 78 20
Agree 112 29
Neutral 84 22
Disagree 87 23
strongly disagree 23 6
Total 384 100

Table depicts that a few respondents 20% were strongly agree, maximum
respondents 29% were agree, some of respondent 22% were neutral, significant
respondents 23% were disagree and minimum 6% respondents were strongly
disagree.
Majority of the respondents agreed to the statement I often found dust on
chairs in class room.

74
Table: 49

N=384

Percentage distribution of respondents according to their opinion that they felt

uncomfortable when there was dust in class.

Category Frequency Percent

strongly agree 122 32
Agree 117 30
Neutral 58 15
Disagree 39 10
strongly disagree 48 13
Total 384 100

Table shows that maximum respondents 32% were strongly agree, significant
respondents 30% were agree, some of respondent 15% were neutral, minimum
respondents 10% were disagree and a few 13% respondents were strongly disagree.
Majority of the respondents agreed to the statement I feel uncomfortable when
there is dust in class room.

75
Table: 50
n=384
Percentage distribution of respondents according to their opinion that they took more
interest when their teacher used multi media.
.
Category Frequency Percent
strongly agree 136 35
Agree 148 39
Neutral 51 13
Disagree 24 6
strongly disagree 25 7
Total 384 100

Table indicates that significant respondents 35% were strongly agree,

maximum respondents 39% were agree, some of respondent13% are neutral, a
minimum respondents 6% were disagree and a few 7% respondents were strongly
disagree.
Majority of the respondents agreed to the statement I take more interest in
lecture when my teacher uses multi media.

76
Table: 51
n=384
Percentage distribution of respondents according to their opinion that they grasped
more than routine lectures when their teacher used multi media.
.
Category Frequency Percent
strongly agree 108 28
Agree 177 46
Neutral 67 18
Disagree 20 5
strongly disagree 12 3
Total 384 100

Table reveals that significant respondents (28%) were strongly agree,

maximum respondents(46%)are agree, some of respondent(18%) are neutral, a few
respondents(5%) are disagree and minimum(3%) respondents are strongly disagree.
Majority of the respondents agreed to the statement by documentaries and
visuals I grasp more than routine lecture.

77
Table: 52
n=384
Percentage distribution of respondents according to their opinion that it was easy to
understand lecture when teacher used multi media.

Category Frequency Percent

strongly agree 112 29
Agree 170 44
Neutral 73 19
Disagree 23 6
strongly disagree 6 2
Total 384 100

Table shows that significant respondents 29% were strongly agree, maximum
respondents 44% were agree, some of respondent 19% were neutral, a few
respondents 6% were disagree and minimum 2% respondents were strongly disagree.

Majority of the respondents agreed to the statement it is easy to understand

lecture when my teacher uses technology.

78
Table: 53
n=384
Percentage distribution of respondents according to their opinion that they got new
ideas of presentation through the use of multi media.
.
Category Frequency Percent
strongly agree 113 30
Agree 193 50
Neutral 53 14
Disagree 16 4
strongly disagree 9 2
Total 384 100

Table depicts that significant respondents 30% were strongly agree, maximum
respondents 50% were agree, some of respondent 14% were neutral, a few
respondents 4% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement I get new ideas of
presentation through the use of technology.

79
Table: 54
n=384
Percentage distribution of respondents according to their opinion that their teacher
also felt comfortable with the use of technology.
.
Category Frequency Percent
strongly agree 125 33
Agree 163 43
Neutral 63 16
Disagree 20 5
strongly disagree 13 3
Total 384 100

Table indicates that significant respondents 33% were strongly agree,

maximum respondents 43% were agree, some of respondent 16% are neutral, a few
respondents 5% were disagree and minimum 3%)respondents were strongly disagree.
Majority of the respondents agreed to the statement teacher also feels
comfortable with the use of technology.

80
Table: 55

n=384
Percentage distribution of respondents according to their opinion that colorful
paintings hanging on walls influenced their mood swings.

Category Frequency Percent

strongly agree 104 27
Agree 152 40
Neutral 87 23
Disagree 23 6
strongly disagree 14 4
Total 384 100

Above table shows that significant respondents 27% were strongly agree,
maximum respondents 40% were agree, some of respondent 23% are neutral, a few
respondents 6% were disagree and minimum 4% respondents were strongly disagree.
Majority of the respondents agreed to the statement Colorful paintings hanging
on walls influence my mood swings.

81
Table: 56
n=384
Percentage distribution of respondents according to their opinion that sufficient
lighting in class room helped them to note down lecture.

Category Frequency Percent

strongly agree 96 25
Agree 176 45
Neutral 70 18
Disagree 31 8
strongly disagree 15 4
Total 384 100

Table depicts that significant respondents 25% were strongly agree, maximum
respondents 45% were agree, some of respondent 18% were neutral, a few
respondents 8% were disagree and minimum 4% respondents were strongly disagree.
Majority of the respondents agreed to the statement that sufficient lighting in
class room helps student to note down lecture

82
Table: 57
n=384
Percentage distribution of respondents according to their opinion that teacher also
looked pleasant when class room was well decorated.
.
Category Frequency Valid Percent
strongly agree 81 21
Agree 173 45
Neutral 89 23
Disagree 29 8
strongly disagree 12 3
Total 384 100

Table indicates that some of respondents 21% were strongly agree, maximum
respondents 45% were agree, significant respondent 23% were neutral, a few
respondents 8% were disagree and minimum 3% respondents were strongly disagree.
Majority of the respondents agreed to the statement teacher also looks pleasant
when class room is well painted and decorated.

83
Table: 58

n=384
Percentage distribution of respondents according to their opinion that their
performance was affected by the colorful environment of class room.

Category Frequency Percent

strongly agree 74 19
Agree 153 40
Neutral 101 26
Disagree 42 11
strongly disagree 14 4
Total 384 100

Table reveals that some of respondents 19% were strongly agree, maximum
respondents 40% were agree, significant respondent 26% were neutral, a few
respondents 11% were disagree and minimum 4% respondents were strongly
disagree.
Majority of the respondents agreed to the statement Colorful environment of
class affects my performance.

84
Table: 59
n=384
Percentage distribution of respondents according to their opinion that colorful
environment of class kept them fresh.

Category Frequency Percent

strongly agree 83 21
Agree 155 41
Neutral 85 22
Disagree 42 11
strongly disagree 18 5
Total 384 100

Table shows that significant respondents 21% were strongly agree, maximum
respondents 41% were agree, some of respondent 22% were neutral, a few
respondents 11% were disagree and minimum 5% respondents were strongly
disagree.
Majority of the respondents agreed to the statement Colorful environment of
class keeps me fresh.

85
Table: 60

n=384
Percentage distribution of respondents according to their opinion that they found fans
working properly in summer.

Category Frequency Percent

strongly agree 98 26
Agree 147 38
Neutral 67 17
Disagree 43 11
strongly disagree 29 8
Total 384 100

Table depicts that significant respondents 26% were strongly agree, maximum
respondents 38% were agree, some of respondent 17% were neutral, a few
respondents 11% were disagree and minimum 8% respondents were strongly
disagree.
Majority of the response remained between strongly agree and agree to the
statement Fans work properly in summer

86
Table: 61

n=384
Percentage distribution of respondents according to their opinion that they were
facilitated with air conditioner in class room.

category Frequency Percent

strongly agree 48 12
Agree 125 33
Neutral 79 21
Disagree 67 17
strongly disagree 65 17
Total 384 100

Table indicates that minimum respondents 12% were strongly agree,

maximum respondents 33% were agree, significant of respondent 21% were neutral,
some of respondents 17% were disagree and a few 17% respondents were strongly
disagree.
Significant students were agreed that they had the facility of generator in
summer.

87
Table: 62
n=384
Percentage distribution of respondents according to their opinion that they either they
were facilitated with heaters in winters or not.

Category Frequency Percent

strongly agree 46 12
Agree 95 25
Neutral 61 16
Disagree 95 24
strongly disagree 87 23
Total 384 100

Table reveals that minimum respondents 12% were strongly agree, maximum
respondents 25% were agree, some of respondent 16% were neutral, significant 24%
were disagree and a few 23% respondents were strongly disagree.
Majority of the respondents disagreed to the statement that students were
facilitated with heaters in winters.

88
Table: 63
n=384
Percentage distribution of respondents according to their opinion that they had facility
of generator in case of outage.

category Frequency Percent

strongly agree 92 24
Agree 179 47
Neutral 60 15
Disagree 34 9
strongly disagree 19 5
Total 384 100

Table shows that significant respondents 24% were strongly agree, maximum
respondents 47% were agree, some of respondent 15% were neutral, a few
respondents 9% were disagree and minimum 5% respondents were strongly disagree.
Majority of the respondents agreed to the statement we also have facility of
generator in case of electricity shortage.

89
Table: 64
n=384
Percentage distribution of respondents according to their opinion that temperature of
their class room was moderate.
.
Category Frequency Percent
strongly agree 57 15
Agree 141 37
Neutral 103 27
Disagree 56 14
strongly disagree 27 7
Total 384 100

Table shows that some of respondents 15% were strongly agree, maximum
respondents 37% were agree, significant respondent 27% were neutral, a few
respondents(14%) are disagree and minimum 7% respondents are strongly disagree.
Majority of the respondents agree to the statement the temperature of class
room is moderate.

90
Table: 65
n=384
Percentage distribution of respondents according to their opinion that they felt
comfortable because of moderate temperature of class room.

category Frequency Percent

strongly agree 66 17
Agree 15 37
Neutral 94 24
Disagree 49 13
strongly disagree 35 9
Total 384 100

Table depicts that some of respondents 17% were strongly agree, maximum
respondents 37% were agree, significant respondent 24%were neutral, a few
respondents 13% were disagree and minimum 9% respondents were strongly
disagree.
Majority of the respondents agreed to the statement we feel comfortable because of
moderate temperature of class.

91
Table: 66

n=384
Percentage distribution of respondents according to their opinion that they had good
interaction with class fellows.
.

Category Frequency Percent

strongly agree 133 35
Agree 171 45
Neutral 50 13
Disagree 21 5
strongly disagree 9 2
Total 384 100

Table indicates that significant respondents 35% were strongly agree,

maximum respondents 45% were agree, some of respondent 13% are neutral, a few
respondents 5% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement I have good interaction
with all my class fellows.

92
Table: 67

n=384
Percentage distribution of respondents according to their opinion that they used to
have group discussion when they found something difficult.

Category Frequency Percent

strongly agree 85 22
Agree 195 51
Neutral 68 18
Disagree 23 6
strongly disagree 13 3
Total 384 100

Table reveals that significant respondents 22% were strongly agree,

maximum respondents 51% were agree, some of respondent 18% were neutral, a few
respondents 6% were disagree and minimum 3% respondents were strongly disagree.
Majority of the respondents agreed to the statement we have group discussion
in class room when we find something difficult.

93
Table: 68

n=384
Percentage distribution of respondents according to their opinion that they got new
angles of discussion when they shared any idea with their class fellows.

category Frequency Percent

strongly agree 91 23
Agree 175 46
Neutral 92 24
Disagree 19 5
strongly disagree 7 2
Total 384 100

Table shows that some respondents 23% were strongly agree, maximum
respondents 46% were agree, significant of respondent 24% are neutral, a few
respondents 5% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement I get new angles of
discussion when I share any idea to my class fellows.

94
Table: 69

n=384
Percentage distribution of respondents according to their opinion that they could
freely ask for help from their class fellows.

Category Frequency Percent

strongly agree 79 21
Agree 177 46
Neutral 91 24
Disagree 24 6
strongly disagree 13 3
Total 384 100

Table depicts that some of respondents 21% are strongly agree, maximum
respondents 46% were agree, significant respondent 24% were neutral, a few
respondents 6% were disagree and minimum 3% respondents were strongly disagree.
Majority of the respondents agreed to the statement I freely ask for help to my
class fellows.

95
Table: 70
n=384
Percentage distribution of respondents according to their opinion that they had
clapping from class fellows during presentation.

Category Frequency Percent

strongly agree 124 32.4
Agree 161 42.1
Neutral 65 16.8
Disagree 25 6.3
strongly disagree 9 2.4
Total 384 100

Table indicates that significant respondents 33% were strongly agree,

maximum respondents 42% were agree, some of respondent 17% were neutral, a few
respondents 6% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement I freely ask for help to my
class fellows.

96
Table: 71
n=384
Percentage distribution of respondents according to their opinion that they used to
give worth to the suggestions of their class fellows.

Category Frequency Percent

strongly agree 95 24
Agree 190 50
Neutral 72 19
Disagree 23 6
strongly disagree 4 1
Total 384 100

Table reveals that significant respondents 24% were strongly agree, maximum
respondents 50% were agree, some of respondent 19% were neutral, a few
respondents 6% were disagree and minimum 1% respondents were strongly disagree.
Majority of the respondents agreed to the statement I give worth to suggestion
of my class fellows about studies.

97
Table: 72
n=384
Percentage distribution of respondents according to their opinion that they used to
enjoy company of their class fellows.
.

Category Frequency Percent

strongly agree 124 32
Agree 152 39
Neutral 75 20
Disagree 26 7
strongly disagree 7 2
Total 384 100

Table shows that significant respondents 32% were strongly agree, maximum
respondents 39% were agree, some of respondent 20% were neutral, a few
respondents 7% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement I enjoy company of my
class fellows.

98
Table: 73

n=384
Percentage distribution of respondents according to their opinion that they used to
exchange their notes feely with each other.

Category Frequency Percent

strongly agree 114 30
Agree 173 45
Neutral 61 16
Disagree 28 7
strongly disagree 8 2
Total 384 100

Table depicts that significant respondents 30% were strongly agree, maximum
respondents 45% were agree, some of respondent 16% were neutral, a few
respondents 7% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement we exchange our notes
freely with each other.

99
Table: 74
n=384
Percentage distribution of respondents according to their opinion that they had
support from class fellows in trouble.

Category Frequency Percent

strongly agree 98 26
Agree 185 48
Neutral 59 15
Disagree 34 9
strongly disagree 8 2
Total 384 100

Table indicates that significant respondents 26% were strongly agree,

maximum respondents 48% were agree, some of respondents 15% were neutral, a few
respondents 9% were disagree and minimum 2% respondents were strongly disagree.
Majority of the respondents agreed to the statement my class fellows support
me when I am in trouble.

100
Table: 75
n=384
Percentage distribution of respondents according to their opinion that they used to
have feedback from their class fellows in class room.

Category Frequency Percent

strongly agree 95 25
Agree 169 44
Neutral 79 21
Disagree 29 7
strongly disagree 12 3
Total 384 100

Table shows that significant respondents 25% were strongly agree, maximum
respondents 44% were agree, some of respondent 21% are neutral, a few respondents
7% percent are disagree and minimum 3% respondents are strongly disagree.
Majority of the respondents agreed to the statement my class fellows give
feedback about my performance in class

101
Hypothesis 1

Physical environment of class room has direct effect on student learning.

Null Hypothesis

Physical environment of class room has no effect on student learning.

Cross tabulation between “physical environment of class room” and “student

learning”
physical environment of class room student learning Total

high medium Low

High 60 35 5 100

Medium 60 171 22 243

Low 5 10 13 28

Total 125 216 40 384

Chi square=99.661, tabulated value=2.10, level of significance=0.05, df=4, P

value=.000

Researcher checked out the relationship between physical environment of

class room and student learning. The chi square value was greater than tabulated value
so the alternative hypothesis was true. The chi square value is 99.661 and the
tabulated value is 2.10.Mostly respondent revealed that physical environment of class
room had a direct effect on student learning. There were very few students who said
that physical environment of class room had low direct effect on student learning.
Physical environment of the classroom acts as “Silent curriculum”. It means
that classroom environmental design can facilitate and improve the learning process
like the overt curriculum Taylor and Vlastos (2009).

This present research also revealed that physical environment of class room
works positively in order to pave the way towards learning avenues.

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Hypothesis 2

Higher the Student interaction within class room, higher will be the academic
performance.

Null Hypothesis

There is no relationship between Student interaction within class room and academic
performance.

Cross tabulation between “Student interaction” higher and “academic

performance”

Student interaction in class student learning Total

High Medium Low
High 79 47 5 131
Medium 50 156 26 242
Low 5 7 9 16
Total 134 210 35 384

Chi square=106.962, tabulated value=1.46, level of significance=0.05, df=4, P

value=.000

Researcher checked out the relationship between physical environment of

class room and student learning. The chi square value was greater than tabulated value
so the hypothesis was true. The chi square value is 106.962 and the tabulated value is
1.46.Mostly respondent revealed that greater the Student interaction higher will be the
academic performance.

Classrooms that encourage emotional well-being create an atmosphere for

both learning and emotional development. Educational research supports creating an
atmosphere of mutual respect, where students feel relaxed in asking questions and
expressing their thoughts and feelings (Stronge, 2002).

This finding also revealed that higher interaction between students lead them
towards success.

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Chapter-5

Summary Key Findings Discussion and Conclusion

Summary

Human being has distinctive value among all creation because of his mind and
sense of exploring new avenues. No matter how many people born and dead, with
each new born a new world is expected to be explored. The process of learning is not
that simple or random. With the evolution of human life, process of learning had been
institutionalized and the word “learning process” was replaced with class room.

Class room play key role to shape the personality of learner. There are
different perceptions about the concept of class room. Few people think that class
room is a place of cramming the lesson; few may see class room as a place where a
man like Hitler is used to scold the students. Few people may truly understand the
worth of class room and the teacher as well.

In Pakistan we have variety of institutions each institution may vary from

others in many ways. Class room of private school depicts disicipline, regularity,
mannerism, competition and evaluation of students whereas government class rooms
are particular about passing that particular class. As a result there is a definite
difference between the student who studied from private institution and students who
studied from government institution. The reason of this is the definite difference of
class room environment. Class room does not mean a room with physical properties
but what is most important thing in class room is the level of interaction between
teacher and student.

The purpose of this research was to know how class room environment effect
on student learning. Class room is the mixture of both material and non material stuff.
Both are necessary for the student learning. Taylor and Vlastos (2009) found the
relationship between environment and design within the classroom from a theoretical
perspective. They found that physical environment of the classroom acts as “Silent
curriculum”. It means that classroom environmental design can facilitate and improve
the learning process like the overt curriculum. On the other hand subjectivity or non
material environment of class is also very important .The objective of this study was
to know how a well equipped class room and well mannered teacher affect the

104
learning capacity of the student. It could be acquired through presenting different
sides of the class room including both physical and non physical environment.

Population was selected from university of Sargodha.8 faculties were selected

and out of each faculty 2 departments were selected and out of each department 24
students were selected and out of 24 students 12 students were boys and 12 students
were girls. According to major findings, it seems maximum students were in favor of
fully equipped class room and well mannered teacher because it helped them to get
involved with class room activities. At the same time they had good interaction with
their class fellows and they considered it worthy.

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 KEY FINDINGS

 Majority of the students 76 % shared that their teacher enters in class with pleasant mood.
 Significant students 54% viewed that their teacher begins the lecture with motivational
quote/story.
 Majority of the students 83% used to enjoy when their teacher shared his own experiences
during lecture.
 Majority of the students 70% agreed that their teacher encourages them to ask questions during
lecture.
 Significant students 60% were comfortable during lecture in class.
 Significant students 47% shared that their teacher remains polite throughout the lecture.
 Significant students 41% told that their teacher always enters in class on time.
 Some of students 39% shared that they feel hesitation to ask question to their teacher in class
room.
 Significant students 48% shared that they can’t face teacher on failure because he gets angry.
 Majority of the students 69% viewed that teacher often quotes relevant examples in lecture.
 Majority of the students 78% shared that they get more active when teacher appreciates their
work.
 Majority of the students 61% revealed that teacher’s compliments enhance their learning
capacity.
 Significant students 45% shared that teacher is used to scold them in class.
 Majority of the students 62% agreed that they feel disappointment when teacher does not give
them proper time for guidance.

 Majority of the students 58% revealed that teacher is used to leave class on time.
 Majority of the students 70% revealed Teacher often conducts make up class.
 Significant students 48 % shared that Teacher wants student present in time.
 Majority of the students 60% shared that teacher is used to impose fine to late comers.
 Majority of the students 60% revealed that teacher appreciates them on having cross questions
during lecture.
 Majority of the students revealed that teacher appreciates when they put some new idea about
topic during lecture.
 Majority of the students 61% shared that teacher remains humble in spite of their repeated

106
 questions.
 Majority of the students 53% agreed that teacher holds discussions on poor performance of
students in class
 Majority of the students 58% agreed that Teacher highlights and encourages those students
who never participate in class activities.
 Majority of the students 54% used to find the class room neat and clean.
 Majority of the students 70% agreed that Cleanliness of class room helps teacher to
concentrate on lecture.
 Majority of the students 67% agreed that Cleanliness of class room affects their academic
performance.
 Majority of the students 69% were comfortable in class room because of sitting arrangement.
 Majority of the students 62% revealed that there was reasonable space between rows in class
room.
 Majority of the students 61% told in class room no body used to fix seat.
 Majority of the students 63% revealed that teacher freely moves in class room during lecture.
 Majority of the Students 56% could freely move in class because of wide sitting arrangement.
 Majority of the students 57% agreed that it enhanced their confidence to sit in mix setting of
boys and girls in class.
 Majority of the students 64% revealed that sitting arrangement of class was comfortable
enough to focus on lecture.
 Majority of the students 63% kept changing sitting arrangement according to their comfort.
 Significant students 49% found dust on chairs in class room.
 Majority of the students 62% felt uncomfortable when there was dust in class room.
 Majority of the students 74% used to take more interest in lecture when teacher used multi
media.
 Majority of the students 74% revealed that by documentaries and visuals they grasped more
than routine lecture.
 Majority of the students 73% revealed that it was easy to understand lecture when my teacher
used technology.
 Majority of the students 80% got new ideas of presentation through the use of technology.
 Majority of the teachers 76% also felt comfortable with the use of technology.
 Majority of the students revealed that Colorful paintings hanging on walls influence student’s

107
 mood swings.
 Majority of the student 70% agreed that Sufficient lighting in class room helped to note down
lecture
 Majority of the teachers also looked pleasant when class room is well painted and decorated. 
 Majority of the students 59% admitted that Colorful environment of class affects performance.
 Majority of the students 62% admitted that Colorful environment of class kept them fresh.
 Majority of the students 64% revealed that fans work properly in summer.
 Significant student 45% shared air conditioner was placed to minimize discomfort at peak of
summer.
 Significant students 47% had heaters in winters.
 Majority of the students 71% had facility of generator in case of electricity shortage.
 Majority of the students 52% agreed that the temperature of class room was moderate.
 Majority of the students 54% were comfortable because of moderate temperature of class.
 Majority of the students 80% had good interaction with all class fellows.
 Majority of the students 73% used to have group discussion in class room when found
something difficult.
 Majority of the students 69% agreed that they used to get new angles of discussion when
shared any idea to my class fellows.
 Majority of the students 67% could freely ask for help to class fellows.
 Majority of the students 75% used to feel encouragement when class fellows clap during
presentation.
 Majority of the students 79% used to give worth to suggestion of class fellows about studies.
 Majority of the students 71% used to enjoy company of class fellows.
 Majority of the students 76% used to exchange notes freely with each other.
 Majority of the students 74% used to have support from class fellows when they were in
trouble.
 Majority of the students 69% used to have feedback from class fellows about performance in
class room.

108
Discussion

As class room is the combination of physical and non physical environment. I

tried to check the effects of class room’s environment on student learning by taking a few of
physical and non physical component of class room. Teachers’ behavior was the very first
variable to get to know what students said about the effects of class room environment on
student learning. It included the interaction level between teachers and students during lecture
in class. A teacher who enters in class with pleasant mood can release the student’s pressure.
Through this way student become more receptive and relaxed.
Majority of the students 76 percent found their teacher pleasant while teacher entered in
the class. This response illustrate that teacher is conscious about his/her mood swings, and
gives fresh looks to students while enters in class.
There are different ways to capture student’s attention towards lecture. Sometimes student
may get bore and don’t want to attend lecture. Here teacher can get students’ attention by
giving examples from his own life. Students may get more involved than routine lecture when
teacher takes unusual start.
Dagarin 2002 said that Teachers can stimulate students’ interaction by choosing
appropriate topics. Young students prefer talking about sport, computers, music, dinosaurs,
spaceships etc. Students can say a lot more about a topic of their interest than something they
don’t really know well.
On contrary I placed a statement whether students enjoy or not when teacher shares his
own experiences and I found great respond.83 percent students used to enjoy when teacher
used to give examples from his own life. That shows teachers behavior has great impact on
student’s involvement in class.
Moreover Dagarin mentioned in his work that teachers can help students to develop their
interaction skills in a foreign language. He further said It is easier for students to answer
questions than to initiate a conversation or make up an independent statement.
But to me it is more important to initiate questioning by the students because if students
will initiate questioning it will entertain their quires as per their demand. It is teacher who
creates such environment where student can freely ask question. Encouraging behavior of
teacher helps students to ask question. Majority of the students 70 percent were encouraged
when they asked questions to teachers. It means that students are comfortable with teacher
because they can freely ask question.

109
 When students ask question and don’t get proper respond they feel embarrassment but if
they are appreciated or well guided in spite of asking irrelevant or childish question, they learn
more how to ask when to ask. I asked if they were appreciated from their teacher and their
respond over appreciation. Majority of the students 78 percent get more active when their
teacher appreciates them. The same way 62 percent students said they feel disappointment
when teacher does not give them proper attention. It indicates that student get influenced by
the words, actions and even by the gestures of the teacher.
Punctuality is another indicator of the teacher’s useful behavior if teacher is punctual he
will keep his students punctual too.60 percent students shared that their teacher is very
particular about he used to impose fine to late comers. It shows that if teacher is highly
concerned about timings he will be more concerned about students’ study.
In every class there are few weak students who need more attention by the teacher.
Teacher is supposed to treat such student with more flexible behavior.58 percent students told
that teacher highlight and encourage those students who never participate during lecture in
class.
Teacher’s behavior is included in non physical environment of class which is one if
the greatest component of class room environment. But physical environment of class room is
also very important Taylor and Vlastos (2009) found the relationship between environment
and design within the classroom from a theoretical perspective. They found that physical
environment of the classroom acts as “Silent curriculum”. It means that classroom
environmental design can facilitate and improve the learning process like the overt curriculum.
Unfortunately, in Pakistan, educational institutions lack of physical facilities which results in
malfunctioning of these institutions. Poor and inadequate facilities affect the overall
performance of the institutions and students as well. Sufficient facilities promote academic
achievement and ensure to strengthen the overall institutional performance.
I also noticed from my findings that students feel comfortable when class room is neat
and cleaned, well furnished and well equipped including sitting arrangement, room space,
moderate temperature according to weather etc .Majority of the students 67 percent said that
cleanliness of class room effect their academic performance that is huge finding.
As my targeted population was university students where there is no discrimination.
Boys and girls study together under the same roof that helps student to overcome their
hesitation against the opposite gender. Significant students 57 percent said that it enhanced
their confidence to sit in mix gathering of boys and girls.

110
 With the passage of time especially in present time there is found diversity in
everything. There was a time when delivering lecture was very simple but now with electronic
touch board, multimedia, documentaries and holding discussion over movies have made the
lecture more appealing for students. I put a question to check the respond of students towards
technology 74 percent students said they took more interest when their teacher used
multimedia or played documentary and 80 percent students said that they got new ideas for
presentation when teacher used technology in different ways.
Temperature of class room in order to keep students fresh and attentive is very
important. Because it’s all about mental exercise if a minute element divert student’s attention
from lecture then class room will be of no worth. I tried to know what the temperature of
students’ class is. 54 percent students told the environment of their class room was moderate
and 71 percent students told they had facility of generator and 45 percent students also had
facility of air conditioner.
Another important indicator was interaction of students with their class. Class room
plays key role to shape student’s personality in many ways. Each class fellow’s action
influences the other in terms of cooperation, feedback. Interaction and moral support.73
percent students’ use to have group discussion with their class fellows when found something
difficult.71 percent students had applaud from their class fellows during presentation and 69
percent used to have feedback from their class. This is huge respond from students and it
shows that students are comfortable from the overall environment of class.

111
Conclusion
The results of the study revealed positive relationship between class room environment
and student learning. The study showed that it is hard to rank that physical environment of
class room is more important or non physical. Respond towards these variables like
cooperative teacher’s behavior, hygiene, interior/exterior ‘temperature and interaction was up
to 60 percent in favor. Students said it was easy to concentrate towards teacher when class
room was neat and clean, well equipped, teacher was in good mood and class fellows were
cooperative and supportive. It is obvious to conclude that students were very clear about the
relation between class room environment and student learning and they were satisfied with
their class room environment. Along with it student considered necessary both the physical
and non physical environment of class room. Overall there was positive relationship between
class room environment and student learning.

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115
 Questionnaire

A student of BS Sociology 8th semester, University of Sargodha is conducting a

research on “Effect of class room environment on student learning”. We appreciate your
willingness to spend a few moments filling out a questionnaire below. Your anonymity and
confidentiality will be preserved.

Faculty:

Department:

Gender: a) male b) female

Your education is: a) Graduation b) Masters c)Post graduation

Semester/year: ____________________

Age a) 17-2o b) 21-24 c) 25-28 d) 29 and above

Your living area a) Rural b) Urban

You live in a) Your own Home b) Hostel c) Relative’s home d) Rented

home

Source of Income a) Own Business b) Job c) Pocket Money

Your father’s qualification is: a) Illiterate b) Primary c) Middle d) Metric e) Inter

f) Graduation g) Post graduation

Your father’s occupation is a) Government job b) Private Job c) Business

Your father’s income a) below 15,000 b) 16,000-29,000 c) 30,000-44,000 c)

45,000-59,000

d) 60,000 and above

Your mother’s qualification is a) Illiterate b) Primary c) Middle d) Metric e) Inter

f) Graduation g) Post graduation

Your home environment is a) Liberal b) moderate c) religious

Your schooling from a) government school b) private school c) Semi

government

Your college education from a) private college b) government college c) Semi

government

116
 The scale that is given below covers the five sides of your opinion to make you more
comfortable in order to share your point of view.

SA A N D SD
Strongly Agree Agree Neutral Disagree Strongly Disagree
Teacher’s behavior:

Questions SA A N D SD
1 Teacher enters in class with pleasant mood.
2 Teacher begins the lecture with motivational quote/story.
3 I enjoy when teacher share his own experiences during lecture.
4 Teacher encourages us to ask questions during lecture.
5 I feel very comfortable during lecture in our class.
6 Teacher remains polite throughout the lecture.
7 Teacher always enters in class on time.
8 I feel hesitation to ask question to my teacher in class room.
9 I can’t face teacher on my failure because he gets angry.
10 Teacher often quotes relevant examples in lecture.
11 I get more active when my teacher appreciates my work.
12 Teacher’s compliments enhance my learning capacity.
13 Teacher is used to scold me
14 I get disappointed when my teacher does not give us proper time for
guidance.
15 Teacher is used to leave class on time.
16 Teacher often conducts make up class.
17 Teacher wants student present in time.
18 Teacher is used to impose fine to late comers.
19 Teacher appreciates us on having cross questions during lecture.
20 Teacher appreciates when I put some new idea about topic during
lecture.
21 Teacher remains humble in spite of our repeated questions.
22 Teacher holds discussions on poor performance of students in my class
23 Teacher highlights and encourages those students who never participate
in class activities.
Hygiene:
24 I always find my class room neat and clean.
25 Cleanliness of class room helps teacher to concentrate on lecture.
26 Cleanliness of class room affects my academic performance.
27 I feel comfortable in class room because of sitting arrangement.
28 There is reasonable space between rows.
29 In our class no body fixes his seat.
30 Teacher freely moves in class room during lecture.
31 Students can freely move in class because of wide sitting arrangement.

117
32 It enhances my confidence to sit in mix setting of boys and girls in class.
33 Sitting arrangement of our class is comfortable enough to focus on
lecture.
34 We keep changing sitting arrangement according to our comfort.
35 I often found dust on chairs in class room.
36 I feel uncomfortable when there is dust in class room.
Availability of technology:

37 I take more interest in lecture when my teacher uses multi media.

38 By documentaries and visuals I grasp more than routine lecture.
39 It is easy to understand lecture when my teacher uses technology.
40 I get new ideas of presentation through the use of technology.
41 Teacher also feels comfortable with the use of technology.
Interiors/exterior:

42 Colorful paintings hanging on walls influence my mood swings.

43 Sufficient lighting in class room helps student to note down lecture
44 Teacher also looks pleasant when class room is well painted and
decorated.
45 Colorful environment of class affects my performance.
46 Colorful environment of class keeps me fresh.
Ventilation:

47 Fans work properly in summer.

48 Air conditioner is placed to minimize discomfort at peak of summer.
49 In winters students have facility of heaters
50 We also have facility of generator in case of electricity shortage.
51 The temperature of class room is moderate.
52 We feel comfortable because of moderate temperature of class.
Interaction:

53 I have good interaction with all my class fellows.

54 We have group discussion in class room when we find something
difficult.
55 I get new angles of discussion when I share any idea to my class
fellows.
56 I freely ask for help to my class fellows.
57 I feel encouragement when my class fellows clap during my
presentation.
58 I give worth to suggestion of my class fellows about studies.

59 I enjoy company of my class fellows.

60 We exchange our notes freely with each other.
61 My class fellows support me when I am in trouble.
62 My class fellows give feedback about my performance in class.

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