ENHANCING CLASSROOM LEARNING ENVIRONMENT IN BIOLOGICAL SCIENCE COURSES: IMPLICATIONS FOR BIOLOGY EDUCATION
Bibliographic record
Abstract
Effective classroom management represents some of the things that teachers do to maintain an atmosphere that enhances learning. This provides a safe and productive environment for students. Creating a nurturing environment is decreasing the authority differential between the teacher and students. It defines good teaching classroom practice and promotes positive character development among students. This study assessed the classroom learning environment as experienced by college students enrolled in biological science courses at the City College of Angeles, Angeles City. It also determined the relationship between students’ profile and their assessment on the type of learning environment they experienced. The study was conducted among students enrolled in biological science courses during the Academic Year 2017-2018. Cronbach’s alpha , Factorial Analysis, Descriptive Statistics, Pearson r correlation and Chi square were used in the analysis and interpretation of data. Results revealed that in terms of academic environment, instructors engaged their students in the classroom by employing Outcomes-based Education strategies to assist them in achieving and exceeding educational goals. In terms of participatory learning, instructors incorporated active learning exercises into a course, maintained students’ interest and attentiveness during class periods, and created more relevance to course material. In terms of caring environment, teachers created opportunities for student-teacher interaction and built students’ social and emotional competencies. In terms of safe and structures environment, students feel respected and free from bullying, intimidation, and harassment. Significant relationship was noted between students’ age and type of learning environment and significant difference was obtained between students’ grades and type of learning environment. Based from the results of the study, biology education could be improved by creating a classroom environment that is responsive to the needs of the students. Thus, instruction can become more focused and relevant and student engagement could be more improved to create positive effect on students’ behavior.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".