The Interplay between Biology Teachers’ Interpersonal Behavior and Students’ Perceptions of the Classroom Learning Environment

By Mustafa Çakır and Selen Dagdelen Iskar.

Published by The International Journal of Science, Mathematics and Technology Learning

Format Price
Article: Print $US10.00
Published online: February 27, 2015 $US5.00

The purpose of this study was to investigate associations between students’ perceptions of their biology classroom learning environment, teachers’ interpersonal behaviors, students’ academic achievement, and their attitudes towards biology. The Turkish versions of the Questionnaire on Teacher Interaction (QTI), the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), and the Test of Science Related Attitudes (TOSRA) were administered to a total of 402 students from fifteen classrooms of four high schools located in Tekirdag/Turkey during the 2012–2013 academic year. Factor structures and internal consistency reliabilities of all instruments were found to be valid and reliable. The analyses revealed that the students had positive perceptions of their biology learning environments. Furthermore, their perceptions of the learning environment had a positive influence on their attitudes to and achievements in biology. Similarly, their attitudes to and achievement in biology were influenced by biology teachers’ interpersonal behaviors. Whereas the scales of the TOSRA positively correlated with three scales of the QTI, namely leadership, understanding, and helping, they negatively correlated with four scales of the QTI, namely uncertain, admonishing, dissatisfied, and strict. The students’ perceptions of their biology teachers’ interpersonal behaviors differed significantly depending on the type of school they were attending.

Keywords: The Biology Learning Environment, Teachers’ Interpersonal Behaviors, Attitudes toward Biology

The International Journal of Science, Mathematics, and Technology Learning, Volume 21, Issue 2, February 2015, pp.1-9. Article: Print (Spiral Bound). Published online: February 27, 2015 (Article: Electronic (PDF File; 631.105KB)).

Dr. Mustafa Çakır

Associate Professor of Biology Education, Atatürk Faculty of Education, Department of Secondary Science and Mathematics Education, Biology Education Program, Marmara University, Istanbul, Turkey

Selen Dagdelen Iskar

High School Biology Teacher, Velimeşe Kız Teknik ve Meslek Lisesi, Turkey