Correlates of Classroom Climate on Academic Performance of Middle School Students

Abstract

The present study was aimed to examine the correlates of classroom climate on academic performance of middle school students in Vidisha district of Bhopal. The correlational design was utilized involving a sample size of 173 (108 male and 65 female). The subjects were required to respond to a survey instrument which incorporated items on demographic information, classroom climate and performance satisfaction. The major objective of this study was aimed to examine the effect of gender on classroom climate and academic performance. Mean differences across gender on outcome measures were examined by conducted t test. Content analysis was performed to understand the domains of performance satisfaction. The major results of the study indicate that females perceived the classroom climate as significantly more positive on components related to student-teacher interaction and teacher’s orientation towards learning. Furthermore, peer relations have an important role to play in enhancing academic performance of female students relative to male students. Finally, strong relationship between student’s classroom attendance and academic performance is observed. Implications of the study are discussed.