ISSN(Online): 2319-8753

ISSN (Print): 2347-6710

International Journal of Innovative Research in Science,

Engineering and Technology
(An ISO 3297: 2007 Certified Organization)

Website: www.ijirset.com
Vol. 6, Issue 7, July 2017

Classroom Environment: An Analytical

Review of the Related Literature
Anuradha Sharma
Ph.D Research Scholar, Institute of Education, Bundelkhand University, Jhansi, UP, India

ABSTRACT: This research paper is an analytical review on the literature related to the variable Classroom
Environment. The researcher has selected the present variable Classroom –Environment for analytical study from her
own research work titled as “Perception of students towards their Classroom environment, Educational Aspiration and
Educational Achievement at higher secondary level” being pursued for the degree of Doctor of Philosophy. Though
there are three variables in the research study but the researcher has decided to present a critical, analytical and in-depth
analysis of the variable “Classroom –Environment” so that the ways and means about studying the variable can be
unfolded. Further, it will be explored that how a student perceives his classroom environment. Important factors
contributing to a healthy classroom environment which should be taken into account for pursuing the research work
will also become clear from this analysis. The researcher also aims at defining the Classroom –Environment
operationally by covering the necessary points which have been left uncovered in the previous studies.

KEYWORDS: Internal environment of Classroom, Classroom Discipline and Classroom management.

I. INTRODUCTION

School life and its environment is an integral part of the student’s life. It is not just a visiting place for a child but it is a
place where the child spends most of his precious time. Therefore, it is important that a place where an individual
spends his childhood and approximately reaches his adolescence should be charged with creativeness. In the process of
once schooling he or she undergoes different types of physical, mental, emotional and educational changes hence it
becomes essential that the entire school environment and the various small or big factors related to it should be
designed in such a way that the learner gets influenced. Further, Classroom can be defined or taken as a small
psychological laboratory where learner of any level can be taken as sample and observed. However, the most important
reason of phrasing Classroom environment as a psychological laboratory is that teachers gets enough opportunity to
study, observe and draw direct experiences of the different aspects of students development such as (physical, mental,
psychological and educational).Classroom environment inside the class is not only a creative place for the students –
cum – learners but also for the educators who teach them. Thus, transforming the class environment into positive and
healthy one is beneficial and fruitful both for the teachers & students. Thus, it can be said that classroom environment
and its various aspects plays a vital role in making school one of the major agent of social change. This review paper
comprises of [vii] sections in total which are as follows [I] INTRODUCTION [II] DEFINITIONS OF CLASSROOM
ENVIRONMENT [III] MAIN DIMENSIONS OF THE SCHOOL ENVIRONMENT [IV] REVIEW OF RELATED
LITERATURE [V] KEY POINTS [VI] KNOWLEDGE GAP [VII] CONCLUSION.

II. DEFINITIONS OF CLASSROOM ENVIRONMENT

According to Wikipedia:
Classroom climate is the classroom environment, social climate, the emotional and the physical aspects of the
classroom. It’s the idea that the teacher influences the student’s growth and behaviour. The student’s behaviour affects
the peer interaction – the responsibility of influencing these behaviours is placed with the Instructor. The way the
instructor organizes the classroom should lead to a positive environment rather than a destructive and/ or an

Copyright to IJIRSET DOI:10.15680/IJIRSET.2017.0607364 15156

 ISSN(Online): 2319-8753
ISSN (Print): 2347-6710

International Journal of Innovative Research in Science,

Engineering and Technology
(An ISO 3297: 2007 Certified Organization)

Website: www.ijirset.com
Vol. 6, Issue 7, July 2017

environment that is not conducive to learning. Dr Karen L. Bierman: The Director of the Penn State Child Study Center
and Professor of Psychology, believed that a teacher needs to be “invisible loud” in the classroom.
According to Wikipedia:
“School Climate refers to the quality and character of the school life. It has been described as the heart and soul of the
school (…) that essence of that leads a child, a teacher and an administrator to love the school and to look forward to
being there each school day.
According to National School Climate Council: A sustainable, positive school climate promotes students academic
and social development.

III. MAIN DIMENSIONS OF THE SCHOOL CLIMATE (EFFECTING CLASSROOM ENVIRONMENT)

ARE:
a) SAFETY

SAFETY ORDER &

DISCIPLINE
PHYSICAL
SAFETY

EMOTIONAL
SAFETY

b) ACADEMIC CLIMATE

TEACHING &
LEARNING

PROFESSIONAL
DEVELOPMENT
LEADERSHIP
ACADEMIC
CLIMATE

c) COMMUNITY
RESPECT FOR
DIVERSITY

CONNECTEDNESS COMMUNITY

COMMUNITY
RELATIONSHIPS
PARTNERSHIP

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International Journal of Innovative Research in Science,

Engineering and Technology
(An ISO 3297: 2007 Certified Organization)

Website: www.ijirset.com
Vol. 6, Issue 7, July 2017

d) INSTITUTIONAL ENVIRONMENT

STRUCTURAL
ORGANISATION
AVAILABILITY OF
RESOURCES
ENVIRONMEMTAL
SAFETY
INSTITUTIONAL
ENVIRONMENT

IV. REVIEW OF RELATED LITERATURE

Peng et al (2013): stated that Students tended to perform better academically, demonstrated greater levels of effort and
persistence in classrooms, and exhibited superior fluency, flexibility, and creativity in classrooms where teachers were
perceived to emphasize learning and improving.
Suleman and Hussain (2014): reported that studies on the classroom environment revealed that physical environment
plays a vital role in the teaching-learning process. It can affect the performance of both teachers and students. The
classroom environment includes many different facets. The environment can include the placement of tables and chairs,
lighting and temperature, classroom management, discipline techniques, and engaging lesson plans.
Stewart (2014): Research on classroom socio-emotional context indicates that when students believe that their teachers
create a sense of community, respond to students’ needs, and foster meaningful relationships in the classroom, positive
student academic and behavioural adjustment ensues.
Swati H. Kekare (2015): in her study titled as “Classroom Environment and Academic Motivation” explored the
relationship between classroom environment and academic achievement of the subjects. The subjects were 11th class
students. The sample of 80 students was selected from various colleges of Aurangabad city. Simple random sampling
method was used for selecting subjects. The study was experimental “pre-test post-test equivalent group design” was
used for this study. Statistical data was collected from pre-test post-test. Mean, standard deviation and t test were used
for statistical procedure. In this study results are significant at 0.05 levels. The study showed that there is significant
difference between classroom physical environment and academic achievement of subjects.
Nihareeka Rankai (2016): in her study titled as “Effect of Classroom Environment on Achievement Motivation”
provided information for parents, educators and school administrator to reflect upon various aspects that help students
in achieving their academic goals. In doing so, they can investigate the possibility of introducing those factors to their
school, which may consequently lead to enhancing students educational out come in school. Previous studies of
Whitaker (2004), explored that main variable in the classroom is not the student, but the teacher. Tyler & Boelter,
(2008): teacher expectations as strong and reliable predictors of performance among elementary, middle and high
school students. Tyler and Boelter (2008b), positive teacher expectations were associated with high academic
performance or academic gains; whereas negative teacher expectations resulted in decrease in academic performance.
On basis of these views present study conducted in which Independent variable (IV) was influence of classroom
environment and Dependent variable (D V) was academic achievement. Sharma academic achievement motivation test
by Sharma (1984) and classroom environment scale (C.E.S) by Joshi and Vyas (1987) were used. Sample of 30 students
were taken, all were females and there mean age was 14.67. Finding reveals that some of the factors of classroom
environment had positive correlation with academic achievement; hence the hypothesis is partially conformed.
Keri Stewart (2016): in the study titled as “Examining Student and Teacher Perceptions of the Classroom Social
Environmental cross School Context: Effects of Individual Factors" stated that although teachers and students are the
primary actors in the classroom environment, they often have different perceptions of the instructional and relational
aspects of the classroom. Despite these differences, research indicates perceptions of the quality of the classroom social

Copyright to IJIRSET DOI:10.15680/IJIRSET.2017.0607364 15158

 ISSN(Online): 2319-8753
ISSN (Print): 2347-6710

International Journal of Innovative Research in Science,

Engineering and Technology
(An ISO 3297: 2007 Certified Organization)

Website: www.ijirset.com
Vol. 6, Issue 7, July 2017

environment have implications for both student and teacher outcomes. Additionally, research has indicated the
differences in perceptions occur not only between students and teachers, but also among individual students within
classrooms. The extent and the manner in which these perceptions converge may vary across different class and school
contexts. School and class context, as well as individual characteristics and beliefs have shown to influence student and
teacher perceptions of their environment. Thus, to further understand the relationship between perceptions and
outcomes, it is important to understand the factors that influence perception. Therefore, the current study examined (1)
the extent to which elementary school students’ and teachers’ perceptions of the classroom social environment differ
from middle school students’ and teachers’ perceptions, (2) the extent to which teachers and students in elementary and
middle school agree about the classroom social environment, (3) if the degree of convergence between teachers and
students differs based on high or low levels of motivational and socio-emotional components of the classroom
environment, (4) the extent to which school, classroom, and individual teacher factors help to explain teacher
perceptions of their classroom environment, (5) and the extent to which school, classroom, and individual student
factors help to explain student perceptions of their classroom environment. The sample comprised of fifth- and sixth-
grade students and teachers from ethnically diverse elementary and middle schools. Exploratory factor (viii) analyses
revealed differences in how teachers and students conceptualize the classroom environment. Results from multiple
regression and design-model multi-level modeling indicated that school socio-economic status, classroom gender and
ethnic composition, as well as teacher and student demographics and beliefs, influence both teacher and student
perceptions of the Classroom Social Environment. Findings from the current study may guide researchers in developing
effective instructional practices for specific teacher and student populations and may provide unique contributions to
the literature regarding factors that may enhance early adolescences’ and teachers’ experiences in the classroom.

V. KEY POINTS EXTRACTED FROM EXTENSIVE REVIEW OF LITERATURE BOTH AT

(INTERNATIONAL & NATIONAL) LEVELS FOR THE VARIABLE CLASSROOM ENVIRONMENT)

 Ideal or acceptable teacher learner relationship recognizes learners as partners in education process.
 Positive classroom environment results in harmonious relationship among students and teachers.
 Positive and healthy classroom environment results in motivation, further it helps in school adjustment.
 Better learning environments create better academic and social abilities.
 Teacher’s friendliness, kindness, approachability and caring about student learning and concern for students as
individuals were the main approaches or practices towards which students got influenced.
 Classroom management and discipline is an integral part of classroom environment.
 Lack of planning and classroom mis-management results in hazardous classroom environment.
 Characterisation of classroom by affiliation, cohesion, fairness, mutual respect and support from both teachers
and students carries immense importance.
 Where teachers lay emphasis on learning and improvement there students show superior fluency, flexibility,
creativity, better persistence levels, and better academic performance.
 Student positive academic and behavioural adjustment occurs when teachers create a sense of community, give
response to students needs. In this reference meaningful relationship starts budding between the teacher and
the taught.
 Individual students have individual perceptions about their classroom environment even if they study within
the same class.
 School Socio –economic status, classroom gender, class composition, teacher- student demographics & beliefs
influence both teacher and students perceptions. This further helps in framing effective instructional practices,
population of both teachers and students can be together profited, contribution can be given for the adolescent
students and classroom experience of teachers too.
 Studies conducted on the literature review has revealed the fact that perception of students about what they
think in case of their interior environment of their respective schools influences their learning, satisfaction for
their classroom and also their course being pursued.

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 ISSN(Online): 2319-8753
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International Journal of Innovative Research in Science,

Engineering and Technology
(An ISO 3297: 2007 Certified Organization)

Website: www.ijirset.com
Vol. 6, Issue 7, July 2017

 Classroom environment whether negative and positive definitely effects the education achievement and
educational aspiration of children.

VI. KNOWLEDGE GAP OBTAINED AFTER ANALYTICAL REVIEW OF LITERATURE RELATED TO

THE VARIABLE CLASSROOM ENVIRONMENT:

The researcher after going through several research papers, dissertations & thesis, analytically was able to trace the
knowledge gap up to a certain extent. It was found that various dimensions such as internal environment of school or
class, classroom discipline, medium of instruction of students, geographical distinctions such as (rural & urban) which
are less covered in other research studies can be taken into account for further study. Moreover, the research is being
carried in Institute of Education, Bundelkhand University Jhansi, where the aforesaid factors related to the classroom
environment has not been studied by taking internal factors of classroom in mind which have a considerable effect on
learners. Thus, it became crystal clear for the researcher that the Classroom environment as a variable can be studied
through different angles.

VII. CONCLUSION

A thorough study of the related review of literature from various sources has yielded meaningful information about the
variable classroom environment taken in the present study. With the help of the key points extracted from the critical &
analytical study of related literature the researcher has framed the clear picture of the intricacies that how the perception
of the students about their classroom variable can be measured through various dimensions. Researcher firmly believes
that the review has significantly contributed in gaining more coverage about the variable and thus will pursue to
discover more facts about the classroom environment which may result in a different kind of contribution in the field of
education.

REFERENCES

[1]Agarwal, J.C. (2016).Maintenance of school: Headmaster’s Role in Academic and Administrative Planning and Responsibilities, School
Management, Information and Communication Technology. Agra: Agrawal Publications
[2]ClassroomClimate.(n.d.).https://en.wikipedia.org/wiki/Classroom_climate
[3] Freinerg,H.J.(1999).School Climate: Measuring, improving and sustaining healthy learning environments. Philadelphia, P.A. .Falmer Press.p.11.
[3]Nihareeka Ranka (2016), Effect of Classroom environment on Achievement Motivation, The InternationalJournalofIndianPsychology, Volume2,
Issue3,http://www.ijip.in/Archive/No84/18.01.017.20160484.pdf//
[4]Swati H. Kekare1 (2015), Classroom Physical Environment and academic Achievement of students, The
InternationalJournalOfIndianPsychology,Volume2,Issue3,http://www.ijip.in//oaji.net/articles/2015/1170-1429886904.pdf
[5]Stewart, Keri (2016)."Examining Student and Teacher Perceptions of the Classroom Social Environmental cross School Context: Effects of
Individual Factors". Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/6400
[6]Sheddock Bellamy, Lucinda, “Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect
Students’ Academic Achievement” (2016).Electronic Thesis and Dissertations. Paper 3133. http://dc.etsu.edu/etd/3133

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