The relationship between forms of instruction, achievement and perceptions of classroom climate

Abstract

This study examined the relationship between cooperative, individualistic and competitive forms of instruction, achievement in English as a foreign language (EFL) and perceptions of classroom climate. A total 135 university-bound learners of EFL participated in the study. The participants completed a modified version of the classroom life script and their responses were correlated with achievement. In addition, the participants were divided into high and low cooperation groups and were compared across the variables of achievement and selected aspects of class climate. While the results indicated that cooperative learning is positively correlated with learners" perceptions of fairness of grading, class cohesion and social support, individualistic and competitive instruction were found to be unrelated to any of the aspects of class climate under study. Likewise, the results revealed certain statistically significant differences between the low and high cooperation groups in favour of the latter in their achievement and perceptions of fairness of grading, class cohesion and social support. The results are discussed in light of previous research and recommendations for further research suggested.

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