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Jameel Ahmed Qureshi, Dr. Muhammad Ali Pasha, Dr. Sikandar Hussain Soomro


Even though in the environment of the classroom, students and teachers stand the prime performers, but usually they possess dissimilar perceptions of relation and instructional characteristics of the classroom. Regarding the way and degree through which these perceptions touch possibly can diverge across changed school and class contexts. Opinions and individual characteristics as well as school and class context, are showing to affect teacher and student perceptions of their environment. As well, the study specifies the variances in perceptions that ensue not between students and teachers only, but also amongst individual students inside the classrooms. Despite these variances, this study confirmations the perceptions of the superiority of the school classroom social environment contain suggestions for equal student and teacher consequences. Therefore, to comprehend the connection between outcomes and perceptions, it is more significant to comprehend the features that influence perceptions. So, the present research studied (1) the degree to which students and teachers in elementary and secondary institute settle nearby the social environment of the classroom, (2) the degree to which social environment of the classroom of elementary institute students’ and teachers’ perceptions of the social environment of classroom differ from secondary institute students’ and teachers’ perceptions, (3) and the degree to which classroom, schools, and individual student factors support to clarify student perceptions of their classroom social environment accordingly. Although, from sociocultural various public and private elementary and secondary schools, the sample included eighth- and ninth-grade students and teachers. Likert Scale questionnaire and interviews were used to analyze the result from ANOVA, chi-square test, and t-test to obtain mean value, standard deviation, percentage, and significant values respectively. Results indicated from these statistical analyzes that sociocultural arrangement and gender of the classroom, socioeconomic status of the school, as well as student and teacher beliefs, and demographics, affect both student and teacher perceptions of classroom social environment. The findings of this study can help researchers develop appropriate teaching strategies for specific teacher and student groups, as well as increase knowledge of the factors that affect youths' and teachers' experiences in the classroom.


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