Sentence examples for perceptions of the classroom from inspiring English sources

Students' perceptions of the classroom assessment tasks were used as independent variables (predictors) and their perceptions of the classroom assessment environment were treated as dependent variables.

Wang & Cheng, 2010 explored the relationship between students' perceptions of the classroom assessment environment and their goal orientations among 503 first-year Chinese EFL university students.

I also interviewed a frequent class observer, who is also from Taiwan doing her Master's degree in TESOL, about her perceptions of the classroom and both teachers' teaching.

Data were then analyzed in four phases: First, means and standard deviations were calculated with regard to participants' perceptions of the classroom assessment tasks and the classroom assessment environment, in order to answer the first research question.

The most common issue of past classroom environment research has been encapsulated by the investigation of relationships between students' cognitive and affective learning outcomes and their perceptions of the classroom environment [2, 12, 39].

A questionnaire was designed and administered, based on Dorman & Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) and Alkharusi's (2011) scale, in order to measure students' perceptions of the classroom assessment environment.

Alkharusi (2011) investigated students' perception of the classroom environment and established two facets: learning-oriented, focusing on assessment practices to enhance student learning; and performance-oriented, focusing on grading and comparing students' learning.

A voluminous of previous studies indicated that affective characteristics were associated with their mathematics performance such as mathematics anxiety (Ma and Xu 2004; Reyes 1984), students' self-efficacy (Bandura 1997; Marsh 1987), and their perception of the classroom environment during mathematics lessons (Barth et al. 2004).

It was his unconscious bias that females would not participate at equal rates that influenced his perception of the classroom dynamics.

A study towards differences between monozygotic twins in their perception of the classroom environment identified, for example, the perception of a student about the relationship with the teacher as a unique environmental factor that differed between the genetically identical twins and was linked to hyperactivity as rated by the teacher (Somersalo et al. 2002).

Open-ended queries addressed learning experiences and perceptions of the flipped classroom model in general.