The role of classroom climate, constructivist learning and student use of digital media in the quality of elementary school teaching

Abstract

Cilj ovoga istraživanja bio je ispitati ulogu razredne klime, konstruktivističkoga učenja i učeničke upotrebe digitalnih medija u kvaliteti osnovnoškolske nastave, tj. učeničku percepciju o tim konstruktima kojima su se željele ispitati i značajke s obzirom na učenička demografska obilježja utvrđivanjem razlika. Sudjelovalo je 1028 učenika 7. i 8. razreda u Hrvatskoj. Rezultati statističke obrade podataka ukazuju da učenici ispodprosječno procjenjuju kvalitetu nastave i konstruktivističko učenje, a iznadprosječno razrednu klimu i upotrebu digitalnih medija. Uz to, sva tri navedena prediktora statistički su značajni za kvalitetu osnovnoškolske nastave. Također, utvrđene su samo statistički značajne razlike s obzirom na učenički školski uspjeh na faktoru samoučinkovitosti među učenicima dobrog i odličnog te vrlo dobrog i odličnog uspjeha u percepciji kvalitete nastave pri čemu učenici boljeg školskog uspjeha nastavu percipiraju kvalitetnijom te na faktoru učeničkih pregovora među učenicima dobrog i odličnog školskog uspjeha u samoprocjeni konstruktivističkoga učenja u nastavi pri čemu se učenici boljeg školskog uspjeha osjećaju kompetentnijima. Zaključno, istraživane su prediktorske varijable sve zajedno prediktori kvalitete osnovnoškolske nastave u kojoj je razvidna težnja pozitivnoj razrednoj klimi, učeničkoj mogućnosti izbora, uređenju učionica, osvještavanju učenika o neizvjesnosti znanja i učenja te educiranju za upotrebu digitalnih medija. Uputno je unaprjeđenje nastave posebice u vidu većeg zadovoljavanja učeničkih potreba, povećanja privlačnosti nastave, fokusa na učeničke komunikacijske vještine, postavljanja učenika u središte nastave, demokratskog upravljanja razredom, propitivanja upotrebe digitalnih medija u frontalnoj nastavi te težnje k multimedijalnosti.Teaching quality Teaching quality is a complex concept in the field of education. Nevertheless, numerous experts in this field have defined this complex term, which indicates its diverse definition. Some authors define it as the satisfaction degree of needs of the teaching subject, students, learning process, teaching goals, class discipline, etc. (Fabiano, 1999; Funda, 2008; Hammond & Prince, 2007; Meyer, 2005). Among the different viewpoints on teaching quality, Maier et al. (2020) divide it into structural and process, which is the focus of this research, and refers, as the name suggests, to the quality of the teaching process. Naturally, this term was subject to redefinition following social changes, so the transition from the traditional to modern approach of the teaching quality can be observed. Its different models also contribute to the definition of this concept, and for this research, it is very important to highlight the process model whose focus is the course of teaching and the satisfaction model whose center is the quality as the mirror of the user's satisfaction (Cheng & Tam, 1997). More intensive research into this concept started in the 20th century. The teaching quality can be studied from different aspects, so it can be measured based on the perception of participants in the educational process or independent observers, etc. Sallis (2002) emphasizes that the quality in education is a relative concept, and it can be researched based on the satisfaction of the teaching users, i.e. in this context students. There are numerous studies of the quality in education in which the participants were the students themselves, that is, their perception of quality, the beginning of which can be seen at the end of the 19th century (Kratz, 1896). However, students' answers are often disregarded highlighting their immaturity, nonobjectivity, unreliability, etc., which can be refuted by the use of validated instruments, meaningful interpretation of the results, a sufficiently large sample, etc. (Aleamoni, 1999; Feistauer & Richter, 2017). The results of earlier research on the teaching quality indicated that, among others, the classroom climate, problem-based learning, which is a determinant of constructivist learning, and the use of technology in teaching play a role in it (Hattie, 2009). The results of the research are very diverse, and most of them point to positive correlations between the teaching quality and student achievements, as well as differences in the perception of the teaching quality considering the gender, age and residence of the students. Classroom climate Classroom climate is an increasingly popular subject of research, especially because of the class-subject-hour system of Jan Amos Komensky (1592-1670), which still prevails in schools even though it has its beginnings as far back as the 17th century. In the context of Bronfenbrenner's (1979) interpretation, the classroom climate can be interpreted as a microsystem in the student's environment, as a result of which it is possible to generalize numerous definitions of this term as a set of environmental factors that can play a role in the teaching quality and student achievement (Anđić et al., 2010; Koludrović & Kalebić Jakupčević, 2017). Depending on what kind of climate prevails in a particular class, it can be a stimulus or a barrier to the learning process (Lee, 2005). That is why a positive classroom climate must prevail in the class, which then has a positive effect on students and teachers, but also on learning and teaching, as well as on the social and emotional development of students (Anđić et al., 2010; Rijavec, 1997). Of course, all participants in the educational process are co-creators of the classroom climate. In contrast, a negative classroom climate is undesirable and might have a negative role in the psychosocial development of students and student achievements, emotions, behavior, etc. (Montero-Montero et al., 2021; Somersalo, 2002). For this reason, in the context of the classroom climate, social relations between peers and between teachers and students that prevail in a particular class, the teacher's classroom management and communication styles, etc. are most often highlighted. These determinants of the classroom climate are often the essence of certain definitions of this term. However, it is important to point out that social relations in the class should reflect cohesiveness, cooperation and equality in the relationship between students and teachers, a democratic style of classroom management and friendly relations between students (Bognar & Matijević, 2005; Bratanić, 1993; Matijević et al., 2016; Vizek Vidović et al., 2014). There are numerous studies on the classroom climate throughout the world, even though it is difficult to measure, the importance of which is reflected in the fact that it is one of the factors in student achievement (Meyer, 2005). Both in research on teaching quality and in those dealing with the classroom climate, the focus can be on student experience and perception, although it can also be observed from the point of view of the other participants in the educational process or external observers. It is important to point out that students can be considered relevant in their assessment of the classroom climate (Fraser, 1989). The results of the research are diverse, but it can be singled out that many indicate the existence of a connection between student achievements and the classroom climate, and that there is a difference among students in the assessment of the classroom climate considering their gender, age and residence. Constructivism in teaching Constructivism in teaching became increasingly popular with the advancement of ideas about improving the traditional approach to teaching, that is, contrary to the class-subject-hour system by J. A. Komensky. The basic premise of the constructivist approach, which is the most prominent in the literature, implies the construction of the knowledge of each individual based on the experiences he lives through their activity, to which he adds his meanings (Bodner, 1986; Lebow, 1993; Nadrljanski et al., 2008). Although there are many advocates of this approach among experts in education, not all of them support it so there are numerous criticisms of it in the literature, such as numerous interpretations, questioning the existence of objective reality, unpredictability in implementation, etc. The different views that have just been highlighted indicate several different conceptual definitions according to which constructivism is interpreted as a philosophical, psychological and didactic theory, where different types of constructivism are distinguished, among which the most prominent are cognitive, radical, and social. In addition, different proponents of particular approaches to constructivism stand out in the literature - epistemological and educational constructivists but also constructivists who recommend (Null, 2004). Just like about the definition, experts do not even agree on the beginnings of the constructivist idea. While some interpret constructivism as a philosophy that originated in ancient times (Tam, 2000), others see it as a novelty from the end of the 19th and the beginning of the 20th century when the individual is placed in the center and engaged in activities (Pranjić, 2005; Topolovčan et al., 2017) whereby it is important to highlight the reform school whose advocates focused precisely on the child's experience of his environment and various activities (Bognar & Matijević, 2002). Thus, it is evident that the basis of the constructivist paradigm is the student's activity and the construction of his knowledge. The understanding of the learning process in the constructivist interpretation starts from the theories of Jean Piaget (1896-1980) and Lav Semjonovič Vygotsky (1896-1934), from which cognitive and social constructivism developed. Consequently, teaching guided by constructivist ideas is based on numerousactivities and reflection, and the class is a desirable environment for communication with the aim of self-improvement (Richardson, 1997). Previously conducted research on constructivist learning, in which the participants were students, indicates the role of the constructivist approach to learning on student achievement. In addition, the results show different students’ evaluations of constructivist learning considering their gender, age and residence. In addition, it is important to point out that other participants in the educational process can also be relevant for collecting data, that is, valuable information about constructivist learning in classes. Teaching with digital media Digital media are part of everyday life in modern society, especially for children and young people. Driven by the interest that children and young people have in their free time for digital media, the tendency is to implement them in classes, and thus more so because one of their prominent features is multimedia and interactivity which expects students’ active engagement. It could be said that these media belong to the new ones, although they have been around for many years. Nevertheless, they are considering new because they have been developing since the 1980s of the last century (Lister et al., 2009). The rapid technological development that took place in the last and present century has constantly been introducing novelties into all aspects of life, including education. For this reason, digital media, primarily as transmitters of various information, can be included in classes, for example, to increase effectiveness, encourage active learning and prepare students for future work (Cuban, 2001). The originator of this idea about the potential of computers in educational practice is Burrhus Frederic Skinner (1904-1990), who started the realization of this idea in the first half of the last century and developed the socalled programmed teaching (Topolovčan, 2022). The use of digital media in modern education brings numerous opportunities and removes space and time limitations which we especially witnessed during the time of the coronavirus. It is possible to organize distance education which has its roots in correspondence education. One of the possible forms of distance learning is, for example, e-learning, the name of which refers to the use of electronic media in the learning process based on access to WEB 2.0 and 3D technology (Rodek, 2011). In any case, what is a very prominent characteristic of the use of digital media is multimedia, that is the inclusion of several different media within one unit (Rodek, 2007b). Of course, in addition to digital media, the methodological approach and teaching strategies contribute to this multimedia nature in teaching (Eret, 2017). Such an emphasis on media and multimedia encouraged the development of media pedagogy and didactics, i.e. multimedia didactics, which in a broader sense, deal with the implementation of digital media in teaching. Although the implementation of digital media in teaching brings numerous advantages such as those mentioned earlier, it is important to keep in mind the disadvantages. Research on instructional media intensified in the middle of the last century, and even more with further technological development. Theoretician's lessons about the value of digital media in teaching are divided and they do not necessarily have to be either a positive or a negative experience. Nevertheless, the results of empirical research on this construct in recent times indicate that digital media in teaching by themselves are not a guarantee of the teaching quality or the achievement of teaching goals. In addition, it is important to point out that in recent research, more and more attention is paid to students' attitudes about this construct, which is extremely valuable for teaching practice (Woodrow, 1991). Their attitudes mostly differ from each other considering their gender, age, residence and the role of the implementation of digital media in their achievements can also be noticeable. Research methodology The goal of this research was to examine the role of the classroom climate, constructivist learning and students’ use of digital media in the quality of elementary school teaching from the perspective of 7th and 8th grade elementary school students from all five regions in the Republic of Croatia, i.e. to examine students’ perceptions of the classroom climate, constructivist learning, their use of digital media in teaching and the teaching quality. In addition, it was planned to examine the features of the mentioned variables with regard to thestudents' demographic characteristics by determing the differences between them. Following the goal, the following research problems were set: P.1. To examine students' perception of the elementary school teaching quality considering their gender, age, residence and school performance. P.2. To examine the students' assessment of the classroom climate considering their gender, age, residence and school performance.P.3. To examine students' self-assessment of constructivist learning in class considering their gender, age, residence and school performance. P.4. To examine students' self-assessment of the use of digital media in class considering their gender, age, residence and school performance. P.5. To examine the statistically significant difference in the self-assessment of the use of each digital media in class considering students’ gender, age, residence and school performance. P.6. To examine the statistically significant prediction of classroom climate, constructivist learning and students' use of digital media in the elementary school teaching quality. The independent variables in this research are the students’ gender, age, residence and general school performance at the end of the previous grade, as well as the students’ assessment of the classroom climate, the students’ self-assessment of constructivist learning and the students’ self-assessment of the use of digital media in class. The dependent variable is the students’ perception of the teaching quality. The research was conducted by the Code of Ethics for Research with Children (Ajduković i Keresteš, 2020). Data were collected from October 2022 to March 2023 using a quantitative empirical paper-pencil research method and then statistically analyzed. The research was conducted in the schools attended by participating students. A total of 1,028 students from all five regions of the Republic of Croatia who attend the 7th and 8th grades of elementary school participated. Results and discussion Descriptive statistical data on the researched variables indicate that students evaluate the use of digital media and classroom climate as above average, but the teaching quality and constructivist learning in class are below average. When it comes to the perception of the teaching quality, it is noticeable that the students have the most positive perception of the possibility of their own choice in the class, and the least positive perception of the appeal of the class. This indicates that students have the possibility of independent choice in the activities carried out in class, and it is especially important to draw attention to the need to think about the uninteresting teaching content and materials. In addition, the results indicate that there are no significant differences in the perception of the teaching quality considering the student’s age, gender and residence, but the student's school performance shows a statistically significantdifference when it comes to self-efficacy between the groups of students with good and excellent but also very good and excellent school performance which points to the tendency to experience higher teaching quality by more successful students. Analyzing the results about the classroom climate, it is noticeable that the students evaluate the physical environment the most positively, and the peer relationships in the class the least positively. This points to the satisfactory equipment of the classrooms in terms of decoration and equipment, but it is advisable to pay extra attention to the students' acquisition of additional competencies for successful communication with peers. In addition, no statistically significant difference was found in the perception of the classroom climate among students considering their age, gender, residence and the success of the previously completed grade. The results on constructivist learning indicate that students evaluate the uncertainty of knowledge and learning the most positively, and the shared control between students and teachers the least positively. This points to the developed awareness of students about the changeability of knowledge and its role. It is also important to highlight the clearly neglected division of class management, which may point to the prevailing traditional teaching approach in Croatian schools. Also, according to the results, it is evident that there are no significant differences considering gender, age and residence, but the students’ success at the end of the previously completed grade shows a statistically significant difference when it comes to student negotiation between the groups of students with good and excellent school success whereby more successful students feel more competent. Students’ self-assessment of the use of digital media in class indicates that the students the most positively assess the expected effort they need to make when working with digital media, and the least positive is the frequency of using digital media in class. This points to the students’ awareness of the necessary competencies for successful work with digital media, but it also points to the infrequent implementation of digital media in classes. In addition, the results do not indicate the existence of significant differences in the self-assessment of students considering their gender, age, residence and school success of the previous grade. Additionally, no significant differences were found in student self-assessment of the use of individual digital media considering their age, gender, residence and school success at the end of the previously completed grade. Furthermore, it is particularly important to highlight that the results, through the implementation of a hierarchical regression analysis, i.e. a model in which all the predictor variables of this research were included, proved the predictive role of the classroom climate, constructivist learning and students' use of digital media in the elementary school teaching quality. In addition, it was noticeable that the students’ school success of the previous grade, the students’ residence, classroom climate and constructivist learning have a statistically significant predictive power in the elementary school teaching quality, while students’ gender, age and the use of digital media in teaching do not. Consequently, it is important to emphasize that the media are not the ones that, without relation to other factors, can be the teaching quality assurance. Conclusions Following all of the analyzed collected students’ attitudes and obtained results, it can be concluded as follows: 1. Classroom climate, constructivist learning and students' use of digital media are statistically significant predictors of elementary school teaching quality. 2. The teaching quality is estimated to be below average, and no significant differences were found in the students' perception of the teaching quality considering students’ gender, age and residence, while there is a statistically significant difference when it comes to self-efficacy between students with good and excellent as well as very good and excellent school success, in which teaching is estimated to be of higher quality by more successful students. 3. The classroom climate is estimated to be above average, and no statistically significant differences wer