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Gender and Classroom Size Differences in Classroom Climate and Deviant Behavior: A Study of Elementary School Students in Central Taiwan. Chia- Hsun Chiang and Wan-Chen Hsu Presenter : Wan-Chen Hsu. Outline. Introduction Research Design Results & Discussion Conclusion. Introduction.
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Gender and Classroom Size Differences in Classroom Climate and Deviant Behavior: A Study of Elementary School Students in Central Taiwan Chia- Hsun Chiang and Wan-Chen Hsu Presenter :Wan-Chen Hsu
Outline • Introduction • ResearchDesign • Results & Discussion • Conclusion
Introduction • Gender and classroom size distribution appear to influence the classroom climate and deviant behavior. • Gender differences V.S. classroom climate 1.There were significant gender differences in classroom climate and the scores of female students perceived classroom climate were higher than male students . 2.Some research findings showed there were not significant gender differences in classroom climate .
Introduction • Gender differences V.S. deviant behavior 1.Many research results illustrated there were significant gender differences in deviant behavior and male students were more prone to having deviant behaviors than female students . 2. Marcus（1999）indicated male and female students might engage in different deviant behaviors.
Introduction • In Taiwan, according to policies and regulations, school were pushed class size reduction which to reduce the number of students from 32 to 29 students per class during 96 to 99 school year. • Classroom size reduction can result in greater in-depth coverage of subject matter by teachers, enhanced learning and stronger engagement by students, more personalized relationships between teachers and students, and safer schools with fewer discipline problems.
Introduction • Classroom size differences V.S. classroom climate 1.There were no significant classroom size differences in classroom climate. 2. But according to Huang’s(2003) findings, classroom size influences students perceived classroom climate and the size of 21-30 which were more positive than size of below 20 and above 31 . • Classroom size differences V.S. deviant behavior Not over the classroom size and deviant behavior is more a lack of empirical research .Could classroom size have an impact on deviant behavior?
Introduction • Research Questions 1.What are the current classroom climate and deviant behavior in sixth-grade Taiwanese students? 2. Could gender influent classroom climate and deviant behavior? 3. Could classroom size influent classroom climate and deviant behavior?
ResearchDesign • Research sample Participants for this study were sixth-grade elementary school students in Changhua County of central Taiwan. We utilized stratified random cluster sampling to select 42 classes and the total valid subjects were 807 .
ResearchDesign • Research Instrument Participants were given a questionnaire, Knowing Yourself Class and Behavior, including “classroom climate scale (CCS)” and “deviant behavior scale (DBS)” Initially, a large number of subjects (n=208) was generated as self-report and describes a student’s perceived class interaction disposition. Each item rated on bipolar agree-disagree statements on a 4-point Likert scale (1=strongly disagree, 4=strongly agree), and students were asked to select the one that most accurately describes their classroom climate and deviant behaviors.
ResearchDesign • Data processing and analysis Data analyses were performed using SPSS for Windows 14.0. Descriptive statistics, including mean and standard deviation were conducted for the dimension. Scale scores were generated using the mean value of the items within each subscale. Statistical tests included one-way ANOVA, one-way MANOVA analysis, and Post hoc comparisons .
Result and Discussion • Classroom climate in sixth-grade Taiwanese students 1.The Mean of each dimension was between 2 and 4 scores. The result indicated sixth-grade students perceived classroom climate tend to be positive . 2. The mean of scores in teacher-student relationships was the highest . Because of elementary school stage, students were not mature enough to solve problems at school. Teacher plays an important role to help students solve problems. In addition, the declining birthrate era, parents take more care with children especially their school education and therefore it affects teachers tend to have good relationships with parents and students.
Result and Discussion • Deviant behavior in sixth-grade Taiwanese students 1.The mean of scores in each dimension was below 2 scores. The result indicated six grade students had a slight deviant behavior . 2. The mean of scores in emotional disturbance was the highest. Hsu (2009) indicated parents are putting pressure on children to get best academic performance and children face pressure from the high expectations. If children don’t really get along with the pressure, they get a bad temper or negative feelings instead.
Result and Discussion • Gender differences V.S. classroom climate 1. There were gender differences in classroom climate (Pillai’s V = .03, F= 5.24, p＜.001) . 2. The significant results indicated that female students had higher scores in peer relationships and teacher-student relationships dimensions of classroom climate than did male ones . 3. The reason may be because under the influence of gender expectations, girls are often expected to be polite, and more willing to listen, cares more about than boys to relationships -based interactive forms, while boys are more interested in power than girls as the center of the interaction, so girls have a good teacher-student relationship and peer relationships.
Result and Discussion • Gender differences V.S. deviant behavior 1. There were gender differences in deviant behavior (Pillai’s V = .16, F=51.01, p＜.001). 2.The significant results indicated that female students had higher scores in emotional disturbance dimension than did male students. In contrast, male students had higher scores in disobedience and misbehavior than did female ones.
Result and Discussion • Gender differences V.S. deviant behavior 3. The reason may be that people have different role expectations to behaviors which male and female performed in the process of socialization. Such as male students to take anger or aggressive behaviors to solve the pressure; while female students with crying to solve the problems (Chen, 2002). Thus, boys are more prone to deviant behavior, such as disobedience or illegal acts; while women are vulnerable to harm themselves or give up on themselves.
Result and Discussion • Classroom size differences V.S. classroom climate 1.There were classroom size differences in classroom climate (Pillai’s V = .05, F=4.84, p＜.001) . 2. The significant results indicated that medium class students had higher scores in teacher-student relationships than did any other classroom size students. In addition, small class students had higher scores in teacher-student relationships dimension than big class students.
Result and Discussion • Classroom size differences V.S. classroom climate 3. Large number of groups will affect the opportunities for interaction and communication among the members and large groups formed in many small groups which is not easy to control each group. On the contrary, the members of the group too small, also affects the feedback between group members and mutual learning opportunities, and too few members that will be pressure on the interaction between members. Because of this, medium class students who perceived the score of classroom climate higher than any other classroom size students.
Result and Discussion • Classroom size differences V.S. deviant behavior 1.There were not classroom size differences in deviant behavior (Pillai’s V = .01, F=1.46, p＞.05) . 2. Based on the perspective of social learning theory, behavior is determined by its results , if teachers can lead the system to suppress spoilers, naturally warning to others effect. Therefore, students from different class size, their deviant behavior seems to be no different. 3.Not over the classroom size and deviant behavior is more a lack of empirical research, to be more research to explore the future.
Conclusion • Among four classroom climate dimensions, sixth grade students perceived the level of teacher-student relationships was the most positive and the level of classroom order was the least positive. The results indicated that the mean of scores in classroom order was the lowest. This may be due to law of education to "zero corporal punishment" policies has resulted in pressure on teachers to discipline children(Chen, 2009)
Conclusion However, zero corporal punishment doesn’t represent that teachers have no right or no power to conduct the misbehaviors of students. The positive discipline are being promoting in Taiwan; therefore, teachers should practice better positive discipline methods and effective class management skills to correct the students’ misbehaviors and sustain the normal teaching activities.
Conclusion • Each dimension of deviant behaviors was slight. Changhua County sixth-grade students in three dimension of deviant behavior scores were below 2 points. Among them, the mean of scores in emotional disturbance dimension was higher than that of scores in disobedience dimension and misbehavior dimension ;the mean of scores in disobedience dimension was higher than that of scores in misbehavior dimension.
Conclusion • There were gender and classroom size differences in some dimension of classroom climate . In peer relationship and teacher-student relationship dimensions, the mean of scores in female students was higher than that of score in male ones. In teacher-student relationship dimension, the mean of scores in the medium class was significantly higher than any other class size groups The control of the class size which is between 21 to 30 students may be appropriate.
Conclusion • There were gender differences in each dimension of deviant behavior . Female students got more emotional disturbances while male students showed more disobediences and misbehaviors. Male students tend to take the behaviors of anger or attack, while female ones tend to apply the inner emotion to release pressure, such as crying, depressed, blue, etc . Teachers are suggested to apply Integrative Activities Course or Alternative Learning Course to educate students cultivate the abilities of managing emotion and the skills of adjusting pressures.
