In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.1,
M
a
r
ch
2018,
pp.
65~
7
1
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v
7
.
i
1
.11
1
4
6
65
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Effect of Integrated Feedback
on Classroom Climate of
Secondary Sc
hool Teache
r
s
N
i
l
e
s
h
K
um
a
r
P
a
t
e
l
Vid
y
as
agar Co
l
le
g
e
, D
evi Ah
ily
a
Ui
v
ersit
y
,
In
do
re, In
d
ia
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
3
0
,
2
017
Re
vise
d Jan
3
1
, 2018
A
c
c
e
pte
d
F
eb 25,
2
0
1
8
Th
is
s
tu
dy
aimed
at
f
in
d
i
ng
o
ut
t
h
e
e
ff
ect
o
f
In
t
e
grat
e
d
f
eed
ba
ck
o
n
Clas
sroom
c
limat
e
of
s
eco
nd
ary
sch
ool
t
each
ers
.
T
h
i
s
res
earch
i
s
e
x
pe
rime
n
t
a
l
i
n
n
a
tu
re
.
N
on
-e
qu
iva
l
e
n
t
c
o
n
t
ro
l
g
r
ou
p
de
sign
s
u
gg
e
s
te
d
b
y
Sta
n
le
y
a
n
d
Ca
mp
be
l
l
(
19
6
3
)
wa
s
use
d
f
or
t
he
e
xp
e
r
ime
n
t.
I
n
t
e
g
r
ated
f
eedb
ack
w
as
t
reatm
e
n
t
a
nd
i
n
d
ep
enden
t
v
ariab
l
e,
C
lassro
o
m
c
lim
ate
was
dep
e
nd
ent
v
a
ri
a
b
l
e
a
n
d
p
re-
Clas
sroom
c
limat
e,
a
n
d
I
nt
ell
i
g
e
nce
w
er
e
con
s
i
d
ered
a
s
c
o
vari
ates.
Th
e
s
a
m
p
le
o
f
the
st
udy
co
m
p
rised
of
7
7
s
eco
nd
a
r
y
sch
o
o
l
t
each
ers
and
22
0
st
ud
ent
s
s
t
u
d
y
i
ng
in
s
econd
ary
clas
ses
from
pu
rpo
s
iv
ely
sel
e
cted
f
o
u
r
s
c
ho
ol
s
of
I
ndo
re
c
ity.
The
d
a
ta
f
o
r
Clas
sroom
climate,
J
ob
s
a
t
i
s
f
act
i
o
n
and
Int
e
llige
n
ce
wer
e
coll
ected
t
hrou
gh
s
t
a
nd
ardized
to
ols.
O
ne-w
ay
ANCOVA
a
n
d
2X2 factorial des
i
gn A
N
C
O
V
A
w
ere
u
s
ed
f
o
r
dat
a
a
naly
si
s.
H
ypo
th
eses
w
ere
t
a
st
ed
a
t
l
e
vel
o
f
s
ig
nificance
w
i
t
h
α
=
0
.
0
5
.
It
w
as
f
o
u
n
d
t
h
a
t
th
e
t
r
ea
t
m
ent
has
si
gn
ifican
t
effect
o
v
e
r
Cl
a
s
s
ro
om
c
limat
e
wh
en
p
re-
Classroo
m
clim
a
t
e
was
t
a
ken
as
c
o
v
ariat
e
.
T
h
e
resu
lt
s
a
ls
o
sho
w
n
th
at
C
l
a
ss
ro
o
m
c
l
i
m
a
t
e
w
as
i
n
d
ep
e
n
den
t
o
f
th
e
treat
men
t
w
hen
In
t
e
ll
igen
ce
and
p
r
e-
C
las
s
ro
om
c
lim
a
t
e
w
ere
sep
a
r
a
t
e
ly
c
on
si
dered
as
c
ov
ari
ates
.
In
addition,
c
lassr
oom
clima
t
e
was
al
so
f
ound
i
ndependent
o
f
inter
acti
on
bet
w
een
f
eed
bac
k
a
nd
i
ntell
i
g
e
nce
wh
en
p
re
–
C
lass
ro
om
c
lim
ate
was
taken
as co
v
ari
a
te.
K
eyw
ord
:
Asse
ssmen
t
of
i
nst
r
u
c
ti
on
Assessment
of
t
eaching
Cla
s
sr
oom
c
lim
ate
S
t
ude
n
t
e
va
lua
t
i
o
n of
t
eac
her
s
Tea
c
her
s
’
self eva
lua
tio
n
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Niles
h
Kum
ar Pat
el,
Vid
y
asa
g
ar
Co
l
le
ge,
D
e
vi A
hil
y
a
U
n
i
v
ersi
ty,
Indore,
I
ndi
a.
Em
ail:
nkp
_7
4
@
r
e
di
ff.
com
1.
I
N
TR
OD
U
C
TI
O
N
The
term
c
lass
room
r
efers
to
a
s
ocia
l
pl
a
c
e
w
h
ere
the
st
u
d
en
ts
c
o
ul
d
be
nefi
t
fr
om
p
ee
r
int
e
rac
t
ion
and
fr
o
m
a
t
e
a
c
her
w
ho
f
o
c
u
se
d
o
n
a
c
o
l
l
a
bora
t
i
v
e
re
la
t
i
o
n
s
h
ip
w
i
t
h
s
tude
nts
[1]
-
[3].
I
t
me
ans
a
pos
i
t
i
v
e
teac
her-
stu
d
en
t
r
e
lat
i
o
n
sh
ip
i
s
essen
tia
l
i
n
c
la
ssr
oom
s
e
t
t
i
n
g
[4].
A
t
pr
esent,
a
l
l
s
t
ude
nt
s
s
p
en
t
th
e
i
r
m
o
st
o
f
t
h
e
sc
hoo
l
ho
urs
i
n
c
l
a
ssroom.
In
c
lassroom
,
students
interact
w
i
t
h
e
ac
h
o
t
her
an
d
wi
th
t
h
e
ir
t
eac
her
s
.
They
lear
n
a
n
d
the
y
u
n
d
e
r
st
a
n
d
the
i
n
t
e
ra
ct
i
o
n
pa
t
t
e
r
n.
I
t
i
s
t
he
c
l
assro
o
m
c
lima
t
e,
w
hi
c
h
s
u
ppor
t
the
m
t
o
un
dersta
n
d
e
a
c
h
o
t
he
r.
C
las
s
room
c
l
i
ma
te
r
e
f
er
s
to
a
l
e
a
r
ni
ng
e
nv
iro
n
m
ent
de
ve
lo
pe
d
by
t
e
ac
h
e
rs
i
n
t
h
e
classro
o
m
. If classro
o
m
c
lim
ate i
s
hea
lth
y th
en t
he s
t
ude
n
t
s
le
a
r
n w
e
l
l
a
nd
achie
ve
the
ir
goa
ls of e
d
uca
tio
n.
A
sup
por
tive
c
l
a
ssroom
c
lim
at
e
m
o
tiva
t
e
s
t
h
e
s
t
ude
n
t
s
to
c
omm
unic
a
t
e
w
i
t
h
t
he
ir
t
eac
he
rs
[
5].
If
c
l
a
s
s
r
oom
clima
t
e
is
n
o
t
h
ea
lt
hy
t
h
en
s
tude
n
t
s
w
i
ll
n
o
t
get
the
des
i
re
d
o
u
t
c
o
m
e
s
.
T
h
i
s
i
s
w
h
y
c
l
a
s
s
r
o
o
m
c
l
i
m
a
t
e
i
s
a
l
s
o
kn
ow
n
a
s
l
ea
rni
n
g
e
nviro
nm
ent.
T
he
t
er
m
Cla
s
sr
oom
c
l
i
ma
t
e
c
ompr
i
s
e
of
a
ll
the
p
hys
ica
l
,
o
p
e
r
at
io
na
l,
ma
terial,
orga
niza
t
i
o
n
a
l
,
psyc
ho
log
i
ca
l
a
n
d
socia
l
v
aria
b
l
e.
C
l
assro
o
m
e
nga
ges
al
l
t
h
e
student
s
in
d
iff
e
rent
ac
t
i
v
i
ti
e
s
a
nd
form
s
a
l
e
ani
n
g
env
i
ro
nm
ent.
I
t
i
s
t
he
c
lassr
oom
c
li
mat
e
,
wh
i
c
h
may
i
n
c
u
l
cat
e
th
e
c
r
ea
t
i
v
e
o
r
des
t
ruct
i
v
e
i
d
e
a
s
i
n
c
h
i
l
d
r
e
n’
s
m
i
n
d
.
K
o
z
o
l
(19
67)
s
tud
i
e
d
a
nd
de
sc
ri
bed
t
h
at
how
s
c
h
ool
e
n
v
i
ronm
en
t
h
a
d
a
des
t
ruct
i
v
e
impa
ct
on
b
l
ac
k
c
h
i
l
dre
n
[
6].
Mo
os
(
1
9
7
4
)
als
o
s
up
p
orte
d
t
h
a
t
c
lima
t
e
ha
s
inf
l
ue
n
c
e
o
n
one’s
soc
i
al,
pe
rs
ona
l
an
d
in
t
e
ll
e
c
t
u
a
l
de
ve
lo
pm
en
t
[7].
A
h
ea
l
t
h
y
s
t
ud
ent
-
t
e
a
c
he
r
rel
a
t
i
o
nship
a
n
d
t
e
ach
e
r
s
up
po
rt
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 65
– 71
66
pro
duce
s
g
re
at
er
s
atis
fac
t
i
o
n and
se
cur
i
t
y
t
o
st
ude
n
t
s
[8].
T
he
f
u
t
ure
ac
a
d
e
m
ic
s
ucce
ss
o
f
t
he
s
t
u
den
t
s
m
a
y be
pred
ic
t
e
d
b
y
t
he
qua
l
i
t
y
o
f
i
nt
e
r
ac
tio
n
t
h
a
t
s
t
u
den
t
s
ha
ve
w
it
h
t
heir
t
eachers
[9].
H
a
m
r
e
a
n
d
P
i
a
n
t
a
(
2
0
0
1
)
reve
ale
d
t
ha
t
st
ude
n
t
r
e
a
c
t
t
o
t
h
eir
rela
t
i
o
n
sh
i
p
w
i
t
h
the
i
r
te
ach
e
r
s
[
10].
Th
e
cl
assroo
m
c
l
i
m
at
e
foc
u
sed
prima
r
il
y
o
n
‘
p
s
y
c
h
o
soc
i
a
l
e
nv
i
r
o
n
me
nt’
[1
1].
To
c
r
eate
p
o
s
i
t
i
v
e
c
l
i
m
a
t
e
i
n
t
h
e
c
l
a
s
s
r
o
o
m
,
t
e
a
c
h
e
r
h
a
d
t
o
b
e
aw
a
r
e
of
c
han
g
es
a
n
d
h
a
d
t
o
be
f
le
x
i
b
l
e
in
d
ea
l
i
ng
w
i
t
h
s
tu
de
nt
s
[
1
2
]
.
It
m
ea
n
s
t
h
e
t
e
ach
e
r
s
as
w
el
l
as
t
h
e
stude
n
t
s
a
r
e
re
spons
i
b
le
f
or
h
e
a
lth
y
or
u
n
h
e
a
lth
y
c
l
a
s
sr
o
o
m
c
li
m
a
te.
F
o
r
c
r
ea
t
i
n
g
c
on
st
ruct
ive
atm
o
sphe
re
i
n
the
clas
sroom
,
stude
nts
a
n
d
t
e
ache
r
s
sh
ou
l
d
c
on
ve
y
the
i
r
e
xpec
t
a
t
i
o
ns
t
o
eac
h
o
t
her
.
T
here
a
re
v
ar
i
o
us
tech
n
i
q
u
es
t
o
kn
ow
a
bo
u
t
t
h
e
c
l
a
ssr
o
om
b
e
h
av
i
our
o
f
t
h
e
te
ac
he
r
s.
C
.
G
o
u
l
d
(
1
9
9
1)
s
u
g
ge
st
e
d
t
ha
t
P
e
er
Eva
l
ua
t
i
o
n
,
S
t
ude
n
t
E
va
lua
t
i
o
n
an
d
S
e
l
f
E
val
u
a
t
i
o
n
are
all
va
l
i
d
f
o
rm
s
o
f
e
v
a
l
u
a
t
i
n
g
t
e
ac
hi
ng.
S
o
d
er
berg
(19
86)
s
t
a
t
e
d
tha
t
w
he
n
e
v
a
l
ua
t
i
n
g
t
ea
c
h
er
s
at
t
he
d
e
liv
er
y
p
h
a
se
o
f
instructions,
st
u
d
e
nt
s
a
r
e
th
e
mo
s
t
qua
l
i
fie
d
t
o
a
c
c
om
plis
h
this
t
a
s
k
[
1
3
]
.
A
c
c
e
pt
i
ng
t
h
e
i
m
por
t
a
nc
e
of
s
t
u
d
e
n
t
e
v
a
l
u
a
tio
n
of
t
eac
he
rs
T
h
e
U
n
i
v
ersi
ti
e
s
o
f
Br
i
t
is
h
C
o
l
u
m
b
ia
(
V
a
nc
o
uve
r)
has
appro
v
ed
"
A
P
o
li
cy
o
f
St
ud
e
n
t
Ev
al
u
a
ti
on
o
f
Tea
c
h
i
ng
"
(May
1
6
th
,
2
0
07).
S
t
u
d
e
n
t
e
v
al
ua
ti
o
n
o
f
t
eac
her
i
s
t
he
t
ech
n
i
q
u
e
to
u
nde
rst
a
nd
ho
w
stud
e
n
t
fe
el
i
n
t
h
e
c
l
a
ssroo
m
an
d
wh
a
t
t
he
y
expe
c
t
a
nd
w
h
a
t
th
ey
d
o
not
e
xp
e
c
t
f
r
o
m
t
e
a
c
h
e
r
s.
S
tude
nt
e
va
lua
t
i
o
n
of
t
e
a
c
h
ers
has
bee
n
s
h
o
w
n
t
o
be
pos
i
t
i
v
e
l
y
c
o
rrela
t
e
d
w
i
t
h
s
tude
n
t
l
ea
rni
n
g
a
n
d
a
c
hie
v
em
en
t,
i
.
e
.
st
u
d
en
ts
r
ate
m
o
st
hi
ghl
y
t
h
ose
t
e
a
c
hes
fr
om
w
hom
t
hey
h
a
ve
l
e
a
rne
d
t
he
m
ost
[14]-
[1
6].
The
m
o
st
i
mport
a
n
t
s
t
u
de
nt
c
h
ara
c
t
e
ri
st
i
c
a
f
f
ect
ing
st
ud
en
t
ev
a
l
u
a
t
i
o
n
o
f
t
ea
c
h
ers
i
s
s
tu
d
e
n
t
ex
pec
t
a
tio
ns,
i
.
e.
s
tu
den
t
s
w
h
o
e
x
p
e
ct
a
n
in
struc
t
or
to be
go
od us
ual
l
y
f
i
n
d th
is t
o
be so [17].
The
r
efo
r
e, stud
e
n
t
e
va
lua
t
i
on
of tea
c
h
er
s m
a
y pr
ovid
e
th
e
bas
i
s
f
o
r
impro
v
e
m
e
n
t
i
n
c
las
s
room
c
l
i
m
a
te
.
Q
u
est
i
o
n
a
rise
s
t
h
a
t
w
h
e
t
he
r
per
s
o
n
a
l
i
t
y
or
o
the
r
c
ha
rac
t
e
r
istic
s
of
s
tu
de
n
t
s
or
t
e
ache
r
s
ma
y
have
s
om
e
in
fl
ue
nce
o
n
s
t
u
den
t
e
va
l
u
a
tio
n
o
f
t
e
a
c
h
e
r
s.
A
bra
m
i
et
a
l
.
(
19
82)
st
a
t
ed
t
ha
t
t
h
er
e
is
n
o
c
onsis
t
e
nt
r
ela
t
i
o
nsh
i
p
betw
ee
n
s
t
u
d
en
t
p
erso
na
li
ty
c
ha
rac
t
eris
t
i
c
s
a
nd
e
v
a
l
ua
t
i
o
n
o
f
teac
h
i
ng
[18].
K
l
an
n
an
d
H
o
f
f
(
197
6)
f
o
u
n
d
tha
t
s
t
u
de
nt
e
val
u
a
t
ion
of
t
ea
ch
e
r
i
s
f
r
ee
f
ro
m
a
g
e
of
s
t
u
d
e
nt
s
[1
9].
F
e
ldm
a
n
(
1
9
83)
a
ssur
e
d
tha
t
there
i
s
n
o
s
ign
i
fica
n
t
r
e
l
a
t
ion
s
h
i
p
bet
w
e
e
n
aca
d
e
m
i
c
r
a
nks
o
f
tea
c
h
er
s
a
n
d
stude
n
t
e
va
l
u
a
t
i
o
n
of
t
e
a
c
h
i
n
g
[2
0].
A
s
c
lassroom
c
l
i
ma
te
i
s
pr
o
duc
t
o
f
s
tu
de
nts
a
n
d
t
e
ac
he
rs
c
l
a
ssr
oom
beha
v
i
o
u
r,
t
h
e
r
e
s
ear
cher
h
a
s
s
elec
te
d
in
te
gra
t
e
d
f
ee
db
a
c
k
a
s
t
r
e
a
t
m
e
nt
f
or
s
t
u
dy
i
ng
it
s
e
ffe
ct
o
n
classro
o
m
c
l
im
ate.
2.
RESEARCH
M
ETH
O
D
S
a
mple
o
f
pres
ent
s
t
u
d
y
c
om
prise
d
o
f
77
se
c
onda
ry
s
c
h
o
o
l
t
e
a
c
h
e
r
s
a
n
d
2
2
0
s
t
u
d
e
n
t
s
t
a
u
g
h
t
b
y
t
h
e
sam
p
l
e
d
teac
h
e
rs.
These
sam
p
l
e
d
teac
her
s
w
e
r
e
selecte
d
f
rom
fo
u
r
S
e
condar
y
s
c
h
oo
l
s
o
f
Ind
o
re
c
it
y.
Pur
p
os
ive
sam
p
l
i
ng
t
ec
h
n
iq
u
e
w
a
s
u
se
d
f
o
r
sam
p
li
n
g
.
Th
e
pr
esen
t
s
t
u
d
y
w
a
s
e
x
p
e
r
i
m
e
n
t
a
l
i
n
n
a
t
u
r
e
.
T
h
e
no
n-eq
u
i
va
le
nt
c
on
t
r
o
l
g
ro
up
d
es
ig
n
s
u
g
g
es
ted
b
y
S
ta
nle
y
a
nd
Ca
mp
be
l
l
w
as
u
sed
for
the
e
x
per
i
m
e
n
t
[
2
1
].
T
h
e
r
e
w
e
r
e
t
w
o
g
r
o
u
p
s
i
n
t
h
i
s
s
t
u
d
y
,
o
n
e
o
u
t
o
f
w
h
i
c
h
i
s
e
x
p
e
r
i
me
nta
l
a
nd
a
n
o
t
her
one
i
s
c
o
n
t
ro
l
g
r
ou
p.
Inte
gra
t
ed
f
e
e
d
b
ac
k
i
s
i
n
d
ep
e
n
de
n
t
v
aria
b
l
e
a
nd
Classro
o
m
clim
a
te
i
s
de
p
e
nde
n
t
v
a
r
ia
b
l
e.
R
a
v
en’s
S
t
a
ndar
d
P
r
og
r
e
ssive
M
a
t
rices
T
e
s
t
b
y
Ra
ve
n
w
a
s
us
e
d
f
o
r
i
n
t
el
l
i
ge
nce
o
f
t
e
a
c
h
e
r
s
.
I
t
i
s
a
n
o
n
-
v
e
r
b
a
l
c
u
l
t
u
r
a
l
f
a
i
r
t
e
s
t
,
fre
e
f
rom
an
y
effec
t
o
f
l
a
ng
ua
ges.
T
he
t
o
o
l
C
l
a
s
sr
o
o
m
cl
i
m
a
t
e
s
ca
l
e
d
evel
op
e
d
b
y
re
sea
r
ch
er
w
a
s
u
sed
to
stud
y
Cla
s
sr
oo
m
clima
t
e
.
T
he
d
a
t
a
c
o
llec
t
io
n
pr
oce
dure
w
a
s
c
o
mp
l
e
t
e
d
in
t
h
r
ee
p
h
a
se
s,
n
amel
y
,
p
re
t
r
eat
men
t
pha
se,
d
u
r
i
n
g
t
rea
t
m
e
nt
p
hase
a
n
d
p
o
s
t
trea
t
m
ent
pha
se.
i
n
t
he
f
irst
p
hase
i
n
w
h
ich
afte
r
r
e
c
e
iv
i
n
g
perm
issio
n
of
t
he
s
c
h
o
o
l
a
dm
in
istra
t
i
on
o
r
s
choo
l
m
a
na
gem
e
nt
t
he
r
es
ear
che
r
too
k
i
n
t
ro
duc
tio
n
o
f
t
he
f
ac
ul
t
i
es
a
n
d
g
a
v
e
them
i
nf
orm
a
ti
o
n
a
b
o
u
t
t
h
e
deta
i
l
s
o
f
t
he
a
dva
n
t
age
s
o
f
pro
pose
d
w
o
rk
i
n
im
pro
v
e
m
ent
of
t
e
ach
i
ng
a
n
d
bet
t
erm
e
nt
o
f
ac
h
i
e
v
em
en
ts,
in
t
his
wa
y
t
h
e
resea
r
che
r
t
rie
d
t
o
c
on
v
i
nce
the
m
i
n
sa
tisfa
ctor
y
m
a
nne
r.
A
fte
r
th
i
s
,
t
h
e
re
sear
cher
w
as
i
ntrod
u
ce
d
with
t
he
c
lasse
s
i
n
w
hic
h
t
he
f
a
c
u
l
ties
te
ac
h.
T
he
r
esea
rche
r
trie
d
t
o
arouse
i
n
te
rest
a
m
ong
th
e
s
t
ude
n
t
s
f
o
r
ac
ti
ve
p
art
i
c
i
pa
t
i
o
n
i
n
pro
p
o
se
d
w
o
r
k
.
The
rese
arc
h
e
r
e
nsur
ed
t
he
f
a
c
u
lt
y
memb
ers
an
d
t
h
e
st
uden
t
s
ab
out
c
on
fi
d
e
nt
i
a
lit
y
of
r
e
s
ul
ts
a
nd
da
t
a
,
w
hich
w
i
ll be
g
a
t
h
e
red i
n
ph
a
se
I
I
.
After
con
v
i
nc
ing
s
u
cc
ess
f
u
l
ly
t
o
t
h
e
stu
d
e
n
t
s
a
n
d
t
ea
c
h
e
r
s
the
re
sear
cher
a
dmini
s
t
e
re
d
t
h
e
t
o
ol
r
ela
t
ed
t
o,
stude
n
t
e
va
lua
tio
n
of
t
ea
c
h
e
r
s
t
o
r
a
n
d
o
m
l
y
s
e
lec
t
e
d
f
our
s
t
ude
n
ts
o
f
ea
c
h
class
t
a
u
gh
t by
t
he
s
e
l
ec
te
d te
ac
hers
and
Te
ache
r’s
s
elf
e
v
a
l
ua
t
i
on
t
o
o
l
t
o
the
sa
mpled
te
ac
he
rs
o
f
e
xpe
r
i
me
nta
l
g
r
o
u
p
.
The
st
ude
n
t
s
an
d
te
ac
her
s
w
e
r
e
g
ive
n
30
m
i
nu
t
e
s
t
o
c
o
m
plete
a
f
t
e
r
3
0
m
i
nu
tes
the
r
e
sea
r
ch
e
r
c
ol
lec
t
ed
t
he
f
i
lle
d
too
l
s.
A
ft
e
r
t
ha
t
,
t
oo
l
s
rela
t
e
d
to
I
nte
l
li
ge
nce
,
C
l
a
ssr
oom
c
l
i
m
a
te
a
nd
J
ob
sa
tisfa
c
t
i
o
n
w
ere
ad
mi
n
i
st
ere
d
o
n
t
h
e
f
a
cul
t
y
m
e
m
b
e
rs,
i
n
a
l
t
e
rn
at
e
d
a
y
as
c
o
n
v
e
n
i
ent
f
o
r
t
h
e
sc
h
o
o
l
m
a
n
ag
ement
&
fa
cu
lty
m
e
m
b
e
r
s
.
I
n
t
h
e
s
e
c
o
n
d
p
h
a
s
e
,
t
h
e
re
sea
r
ch
e
r
i
nt
eg
ra
t
e
d
an
d
ana
l
y
z
e
d
t
h
e
c
o
l
l
e
ct
e
d
d
at
a
wi
t
h
r
esp
ec
t
to
e
ach
t
e
ache
r
a
n
d
p
r
e
par
e
d
a
lis
t
o
f
des
i
red
a
n
d
un
des
i
red
be
hav
i
or
o
f
c
l
assr
oo
m
te
ach
i
n
g
as
t
he
r
e
s
po
nde
n
t
s
resp
on
de
d.
W
it
h
the
he
l
p
o
f
t
h
is
prepa
r
ed
l
ist
t
h
e
resea
r
che
r
a
d
v
i
s
ed
eac
h
tea
c
h
er
s
e
p
ara
t
e
l
y
(i
n
alo
n
e
)
abo
u
t
t
h
ei
r
cl
a
ssroom
p
e
r
f
o
rma
n
ces.
In
th
i
s
p
r
o
cess
of
p
ro
v
i
d
i
ng
fe
e
dbac
k
,
the
rese
arc
h
er
m
ixe
d
t
he
p
o
s
i
t
i
ve
a
n
d
n
e
g
at
i
v
e
be
h
a
vi
or
o
f
t
h
e
te
a
c
he
r
.
The
ma
in
a
i
m
o
f
t
h
e
re
sear
ch
w
as
t
o
hel
p
t
he
t
ea
c
h
er
w
it
ho
u
t
h
u
rt
ing
t
h
em
.
In
t
his
ove
ral
l
p
roce
d
u
r
e,
t
he
rese
arc
h
er
t
rie
d
t
o
m
a
in
ta
in
t
he
d
i
gni
t
y
o
f
tea
c
her
s
.
In
t
h
i
s
p
ha
se
t
he
r
e
s
ear
cher
a
dm
i
n
is
tere
d
the
s
t
u
d
e
n
t
eva
l
ua
tio
n
of
t
eac
her’
s
to
o
l
a
nd
te
ac
he
r’s
s
e
l
f
e
v
a
l
ua
t
i
on
too
l
t
w
o
tim
es
e
ac
h
af
t
e
r
20
day
s
o
f
the
pr
e
v
i
o
u
s
one
a
nd
g
i
v
en
fe
e
d
b
ac
k
to
t
he
t
ea
c
h
er tw
o
t
i
m
e
s
a
gai
n
.
T
h
e
repe
ti
ti
on
s
t
re
ng
t
h
en
s
the
fe
e
dbac
k
p
r
o
c
e
d
u
r
e
.
S
o
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ef
fect o
f
Inte
gr
at
e
d
Fe
ed
b
a
ck
on
Cl
assr
o
o
m
C
lim
at
e
o
f
Se
c
o
n
d
a
ry Sc
ho
ol
T
e
ac
hers (
N
i
l
e
s
h K
u
m
a
r Pa
te
l)
67
t
h
at
t
h
e
actu
a
l
e
f
f
e
c
t
o
f
f
eedba
ck
w
oul
d
b
e
e
v
a
lu
at
ed
.
Thi
s
o
v
e
ral
l
p
roc
e
dure
too
k
7
0
da
ys.
Th
is
p
has
e
w
as
on
ly
f
or
e
x
p
eri
m
ental
gro
up.
I
n
the
la
st
p
ha
se
t
he
p
r
o
c
e
d
u
r
e
do
ne
i
n
t
h
e
pha
se
I
w
as
r
epea
t
e
d
aga
i
n
f
o
r
the
expe
r
i
me
n
t
a
l
g
r
o
u
p
o
nly.
T
he
i
n
t
e
lli
ge
n
c
e
te
st
w
a
s
n
o
t
a
d
m
ini
s
t
e
r
ed
i
n
t
h
i
s
p
hase.
Th
i
s
pha
se
t
o
ok
1
0
d
ay
s.
ANCOVA
w
as
u
sed
f
o
r
d
a
t
a
a
n
a
ly
si
s.
3.
RESULT
S
A
N
D
ANALY
S
IS
In t
h
i
s se
c
t
i
o
n,
it is e
xpla
i
ne
d
the res
u
l
t
s
of r
esea
rch an
d at
the sam
e tim
e i
s
give
n
t
he c
o
m
pr
ehens
i
v
e
dis
c
ussion.
Result
s
ca
n
be
p
r
e
se
nt
e
d
i
n
fi
gu
re
s,
g
rap
h
s,
t
ab
l
e
s
a
nd
o
t
h
ers
t
h
a
t
m
ak
e
t
h
e
re
ad
e
r
u
nde
rst
a
nd
ea
si
ly [
22],[23
]
.
T
he disc
u
ss
i
on ca
n be
m
ad
e
i
n
s
ever
al su
b
-c
ha
pters.
3.1.
Ef
fec
t
o
f
In
tegrate
d
f
eed
b
a
c
k
o
n
C
l
as
sro
o
m
c
lim
ate
b
y
c
on
sid
eri
n
g
I
nte
l
l
i
gen
ce
of
t
e
a
ch
ers
a
s
cov
a
r
i
ate
Th
e
fi
rst
ob
j
ect
iv
e
wa
s
to
s
tu
dy
t
h
e
e
f
f
ec
t
of
i
nt
e
g
ra
t
e
d
fe
ed
b
a
c
k
on
C
l
a
ssr
o
om
c
lima
t
e
b
y
con
s
i
d
eri
n
g
In
tel
lig
enc
e
o
f
t
e
a
c
h
ers
as
c
o
v
ar
i
a
t
e
.
Ther
e
were
t
w
o
l
e
v
els
of
i
n
t
e
g
r
a
t
e
d
fe
ed
bac
k
na
me
l
y
fe
ed
bac
k
a
n
d
no
F
eed
ba
c
k
.
F
i
rst
l
e
vel
o
f
f
e
e
dbac
k
w
a
s
t
ake
n
a
s
ex
per
i
m
e
nta
l
g
ro
u
p
a
nd
s
e
c
o
n
d
l
e
v
e
l
w
as
take
n
a
s
c
o
n
t
r
o
l
gr
o
up.
T
her
e
w
er
e
40
teac
hers
i
n
e
x
per
i
m
e
nta
l
gr
ou
p
a
n
d
37
te
ac
he
rs
i
n
c
o
n
t
r
o
l
gr
oup.
T
he
data
w
er
e a
n
al
yzed
w
i
t
h
t
h
e h
e
l
p
o
f A
N
C
O
V
A
.
The r
e
sult
s
are
giv
e
n
in
Ta
ble
1.
Ta
b
l
e
1.
S
u
mmar
y
o
f
A
N
C
O
V
A
for
Classro
o
m
Cl
im
ate
by
Co
nsi
d
er
in
g
I
nte
l
l
i
ge
nc
e
as C
ovaria
t
e
Sourc
e
df
S
S
y
.x
MS
S
y
.x
F
y
.x
Si
g
.
Fee
d
b
a
c
k
1
267.
73
7
267
.
7
3
7
18.812
0
.
000
E
rro
r
7
4
1053.
1
9
7
1
4
.
232
To
t
a
l
75
F
r
om
T
able
1
,
it
c
a
n
be
s
ee
n
t
h
at
t
h
e
a
d
j
us
t
e
d
F
-
val
u
e
for
F
e
ed
bac
k
i
s
1
8
.8
12
w
h
o
s
e
leve
l
o
f
sign
ifica
n
ce
w
ith
d
f
(1,
7
4
)
i
s
0
.00
0
,
ther
efor
e
it
is
s
i
g
ni
fi
c
ant
a
t
0
.0
1
le
vel
of
s
ig
n
i
fica
nce.
T
his
sh
o
w
s
tha
t
the
a
d
ju
st
e
d
m
ea
n
sc
ore
of
C
la
ssr
oom
c
l
i
m
a
t
e
o
f
E
x
perim
e
nta
l
g
r
ou
p
sig
n
i
f
i
c
an
tly
di
ff
e
r
fro
m
Co
nt
rol
gro
up
w
h
en
I
n
t
e
lli
ge
nc
e
w
a
s
t
a
ken
a
s
c
o
v
ar
i
a
t
e
.
Th
us,
the
nu
l
l
h
yp
o
t
h
e
s
is
t
ha
t
there
i
s
n
o
si
gn
ifica
n
t
e
ffe
ct
o
f
in
t
e
grate
d
f
ee
d
b
a
c
k
o
n
C
l
a
ssr
oom
c
lim
ate
b
y
c
o
n
sider
i
n
g
I
nt
e
lli
ge
nc
e
o
f
t
ea
che
r
s
as
c
o
v
a
riate’
w
as
r
e
j
e
c
ted
at 0.
01 le
ve
l
of sig
ni
fica
nc
e.
F
u
r
t
he
r
from
Tab
l
e
2,
i
t
ca
n
be
s
e
e
n
t
ha
t
the
a
d
j
u
s
t
e
d
m
e
a
n
sc
o
re
o
f
Cl
assr
oom
c
li
m
a
te
o
f
expe
r
i
me
n
t
a
l
g
r
o
up
i.e.
96.14
w
a
s
fo
u
n
d
to
b
e
si
gn
i
f
ic
ant
l
y
h
i
g
her
t
h
an
t
ha
t
of
c
o
n
tr
ol
g
ro
up
i
.
e
.
92.
41.
H
e
nc
e,
it
ca
n
be
c
o
n
c
l
u
d
e
d
t
hat
fe
ed
bac
k
p
rov
i
de
d
t
o
t
he
t
e
ache
rs
w
as
f
o
u
nd
to
b
e
ef
fec
t
i
v
e
i
n
t
er
ms
o
f
Cla
s
sr
oom
c
lim
ate
of
t
he
sec
on
dary
s
c
h
o
o
l
teac
hers
w
hen
I
n
t
e
l
l
i
genc
e o
f
tea
cher
s
w
a
s
t
a
ken a
s
c
ova
ria
t
e.
Tab
l
e 2.
A
djus
ted
Me
an S
core
s of
C
lassro
o
m
Cli
m
a
te
o
f
Exper
i
m
e
n
ta
l G
r
ou
p an
d
Con
t
rol G
r
ou
p
G
r
oup
A
djus
te
d
Me
a
n
E
x
pe
ri
m
e
nta
l
G
r
oup
96.
14
C
ontrol
G
r
ou
p
92.
41
3.2.
E
f
fec
t
o
f
Inte
grate
d
f
eedbac
k
,
Int
e
llig
e
n
ce
a
nd
t
he
ir
i
nte
r
act
i
on
o
n
C
l
assr
oom
c
li
mate
o
f
secon
d
ar
y sch
o
o
l
t
eac
h
e
r
s, by
con
s
id
e
r
in
g
p
r
e-C
l
assro
o
m
c
lim
ate
a
s c
ovar
i
a
t
e
The
sec
o
nd
o
bjec
tiv
e
w
a
s
to
s
t
udy
t
h
e
effec
t
o
f
in
te
gra
t
e
d
f
ee
d
ba
ck,
Inte
lli
ge
nc
e
and
t
h
e
i
r
in
t
e
rac
t
i
on
on
C
l
a
s
sr
o
o
m
c
l
i
m
ate
by
c
o
ns
ide
r
i
ng
pre-C
l
a
ssroom
c
lima
t
e
as
c
ova
ria
t
e.
T
her
e
w
er
e
two
le
ve
l
s
of i
n
t
e
g
r
a
te
d
fe
e
dbac
k
n
am
ely
F
e
e
dback
a
nd no
F
e
e
dba
ck.
F
i
r
s
t
l
e
v
el
o
f
Fe
ed
b
a
ck
w
a
s
t
ak
e
n
a
s
ex
p
e
r
i
me
n
t
al
gro
up
a
nd
se
c
o
n
d
l
e
v
e
l
w
as
t
ake
n
a
s
co
n
t
rol
gro
up.
T
her
e
w
ere
4
0
teac
hers
i
n
e
x
pe
ri
me
n
t
a
l
g
ro
up
a
nd
3
7
teac
hers
i
n
c
o
ntr
o
l
gr
ou
p.
O
n
t
h
e
bas
i
s
of
I
ntel
lige
n
c
e
t
he
s
u
b
je
c
t
s
w
e
r
e
d
iv
i
d
e
d
i
n
t
o
t
w
o
l
e
v
e
l
s
n
a
m
e
l
y
abo
v
e
a
v
er
age
and
be
lo
w
a
v
e
r
age
.
T
he
re
w
ere
42
t
e
ac
h
e
rs
a
re
i
n
ab
o
v
e
aver
a
g
e
an
d
3
5
w
ere
i
n
b
el
ow
ave
r
age
le
ve
l.
T
he
d
a
t
a
w
e
re
a
nal
y
ze
d
w
ith
t
he
h
e
l
p
of
2
X
2
F
a
c
t
o
r
i
a
l
Desi
gn
ANCO
VA.
T
h
e
r
esu
l
t
s
a
re
gi
ve
n in Ta
b
le
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 65
– 71
68
Ta
b
l
e 3.
S
ummar
y
of
2X
2 F
actor
ial
D
e
si
gn
A
N
C
O
V
A
f
or Classro
o
m
C
l
i
m
a
te
by C
ons
ide
r
i
ng P
r
e-Classroom
C
l
i
m
ate
as
C
o
v
ar
i
a
t
e
S
our
c
e
d
f
SSy
.
x
MSS
y
.x
Fy
.
x
Si
g
.
Fe
e
d
b
a
c
k
1
270.
39
6
2
70.
39
6
56.
886
0
.
000
I
n
te
llige
n
ce
1
15.533
1
5.533
3
.268
0
.075
F
e
e
d
b
a
c
k
*
Inte
lli
ge
n
c
e
1
0.
324
0
.
324
0
.
068
0
.
795
E
r
ro
r
72
342.
23
6
4.
753
To
t
a
l
75
3.3.
Ef
fec
t
o
f
In
te
gr
ated
F
eed
bac
k
o
n
C
l
assr
oom
c
li
mate
o
f
se
con
d
ary
s
cho
o
l
t
e
a
cher
s
by
c
o
n
si
der
i
ng
p
r
e-C
l
assro
o
m
c
lim
ate
as cov
ar
i
a
t
e
Fro
m
T
ab
l
e
3
,
it
c
an
b
e
se
en
t
h
a
t
t
h
e
a
d
ju
st
ed
F
-v
al
u
e
f
o
r
F
e
e
d
ba
ck
i
s
56.8
8
6
,
w
hose
le
ve
l
o
f
sign
ifica
n
ce
w
ith
d
f
(1,
7
4
)
i
s
0
.00
0
,
ther
efor
e
it
is
s
i
g
ni
fi
c
ant
a
t
0
.0
1
le
vel
of
s
ig
n
i
fica
nce.
T
his
sh
o
w
s
tha
t
the
ad
j
u
s
t
ed
m
ean
s
c
o
r
e
o
f
C
l
assro
o
m
cl
ima
t
e
of
e
x
p
e
r
im
e
n
t
a
l
gr
o
u
p
d
if
fer
si
g
n
i
f
ica
n
t
l
y
fr
om
c
o
n
tr
ol
g
ro
up
w
h
e
n
p
r
e
C
l
a
s
s
r
o
o
m
c
l
i
m
a
t
e
w
a
s
t
a
k
e
n
a
s
c
o
v
a
r
i
a
t
e
.
T
h
u
s
,
t
h
e
n
u
ll
hyp
oth
e
si
s
t
h
a
t
‘
Th
ere
i
s
n
o
s
i
gn
if
ic
a
n
t
effec
t
o
f inte
gr
ated fee
d
b
ac
k on C
l
assro
o
m clim
a
t
e when p
r
e
- C
l
a
s
sr
o
o
m
clima
t
e
w
a
s
take
n
as c
ova
ria
t
e’ w
as
reje
cte
d
a
t 0.01
l
evel
o
f si
gn
ific
ance
.
F
u
r
t
he
r
from
Tab
l
e
4,
i
t
ca
n
be
s
e
e
n
t
ha
t
the
a
d
j
u
s
t
e
d
m
e
a
n
sc
o
re
o
f
Cl
assr
oom
c
li
m
a
te
o
f
expe
r
i
me
n
t
a
l
g
r
o
up
i.e.
96.04
w
a
s
fo
u
n
d
to
b
e
si
gn
i
f
ic
a
n
t
l
y
h
i
g
her
t
h
a
n
t
ha
t
o
f
c
o
n
tr
ol
g
ro
up
i
.
e
.
92.
27.
H
e
nc
e,
it
ca
n
be
c
o
n
c
l
u
d
e
d
t
hat
fe
ed
bac
k
p
rov
i
de
d
t
o
t
he
t
e
ache
rs
w
as
f
o
u
nd
to
b
e
ef
fec
t
i
v
e
i
n
t
er
ms
o
f
Cla
s
sr
oom
c
lim
ate
of
t
he
tea
cher
s when
p
re-
C
lassr
oom
c
l
i
m
a
te
w
a
s
t
a
ken a
s
cova
ria
t
e.
Tab
l
e 4.
A
djus
ted
Me
an S
core
s of
C
lassro
o
m
Cli
m
a
te
o
f
Exper
i
m
e
n
ta
l G
r
ou
p an
d
Con
t
rol G
r
ou
p
Group
A
djust
e
d
Me
a
n
E
xpe
ri
m
e
nt
a
l
G
roup
96.
04
C
ontrol
Grou
p
92.
27
3.4.
E
f
fe
ct
o
f
Inte
l
l
ig
e
n
ce
o
n
Cl
as
sroo
m
cl
i
m
a
t
e
o
f
s
eco
nda
r
y
s
c
h
o
o
l
t
ea
che
r
s
by
c
onsi
der
i
ng
p
re
-
C
l
assr
o
o
m c
l
i
m
at
e as
c
ov
ar
iate.
F
r
om
T
able
3
,
it
ca
n
be
s
ee
n
tha
t
t
he
a
d
j
us
ted
F
-
v
al
ue
f
or
I
nt
e
l
l
i
ge
n
c
e
is
3
.26
8
,
w
h
ic
h
i
s
not
sign
ifica
n
t
e
v
e
n
i
t
is
a
t
0.0
5
l
evel
o
f
s
i
g
n
if
i
c
ance
.
Ther
efor
e
,
t
h
e
n
u
ll
h
ypo
th
e
s
i
s
t
h
a
t
‘Th
e
re
i
s
no
s
i
gni
fi
c
a
n
t
effec
t
o
f
I
n
te
l
l
ige
n
ce
o
n
C
l
a
ssroom
c
lima
t
e
by
c
o
nside
r
ing
pre-
C
l
assr
o
o
m
clim
ate
as
c
ova
ria
t
e’
w
as
n
o
t
reje
cte
d
.
I
t
c
a
n
t
hus
b
e
co
nc
l
u
ded
t
h
a
t
t
he
C
l
a
ssroom
c
l
i
m
a
t
e
i
s
i
n
dep
e
nd
en
t
of
I
nt
e
l
l
i
g
e
nce
of
t
ea
ch
e
r
s
wh
e
n
pre-
Cla
ssroom
c
li
m
a
te
w
as
t
a
k
en
a
s c
ova
ria
t
e.
3.5.
E
f
fec
t
o
f
int
e
rac
t
i
o
n
b
e
tween
I
nte
g
rate
d
Fee
d
b
a
c
k
a
n
d
I
n
t
ellige
n
c
e
on
C
lassr
o
o
m
c
l
i
m
at
e
o
f
secon
d
ar
y sch
o
o
l
t
eac
h
e
r
s b
y
c
on
sidering
p
re-Cla
ss
room cl
i
ma
t
e
as
c
ov
ar
iate
Fr
om
T
able
3
,
i
t
c
a
n
b
e
seen
t
hat
the
a
d
j
u
ste
d
F
-value
f
or
t
he
inter
a
c
t
i
o
n
betw
ee
n
t
h
e
F
e
e
d
ba
c
k
a
n
d
Inte
ll
ige
n
ce
i
s
0.0
68,
w
h
i
c
h
i
s
n
o
t
si
g
n
i
f
ican
t
e
v
e
n
a
t
0.0
5
l
e
ve
l
o
f
s
ig
nific
a
n
ce
.
There
f
ore,
t
h
e
n
ull
hy
p
o
the
s
is
t
ha
t
‘Ther
e
i
s
n
o
s
ig
nif
i
c
a
n
t
e
f
fec
t
o
f
i
n
tera
ct
i
o
n
betw
e
e
n
i
n
t
e
g
rated
fee
d
ba
ck
a
nd
In
te
ll
ige
n
ce
o
n
Cla
s
sr
oom
c
li
m
a
te
by
c
o
ns
ide
r
i
n
g
pre-
Cla
ssroom
c
lim
at
e
a
s
c
o
v
ar
i
a
t
e
’
wa
s
not
r
ej
ect
e
d
.
Thu
s
,
it
can
b
e
conc
l
ude
d
t
h
at
t
he
C
las
s
room
c
l
i
ma
t
e
i
s
in
d
e
pen
d
e
n
t
o
f
i
n
t
e
r
ac
t
ion
be
tw
e
e
n
F
e
ed
bac
k
a
nd
I
n
t
e
lli
ge
nc
e
w
h
en
pre-
Cla
ssroom
c
li
m
a
te
w
as
t
a
k
en
a
s c
ova
ria
t
e.
3.6.
E
f
fect
o
f
Inte
g
r
a
t
ed
f
eedba
c
k
,
Gen
d
er
a
nd
t
heir
i
nt
era
ctio
n
o
n
C
l
a
s
sr
o
o
m
c
lim
at
e
of
s
e
c
on
d
a
ry
sch
o
o
l
t
eac
h
ers, b
y c
o
n
s
id
e
r
in
g
p
re-C
l
assr
oo
m
clim
ate
a
s
cov
ar
i
ate
The
third
ob
je
c
tive
w
a
s
to
s
tud
y
t
he
e
f
f
ec
t
of
i
n
t
egra
t
e
d
fe
edb
a
c
k
,
G
ende
r
a
n
d
th
ei
r
i
n
tera
ct
io
n
on
Cla
s
sr
oom
c
li
ma
t
e
b
y
c
o
n
s
i
d
er
ing
pre
-
Cla
s
sroom
c
l
i
ma
te
a
s
c
ovar
ia
te
.
There
w
e
re
t
wo
l
e
v
els
of
f
ee
dbac
k
nam
e
ly
F
e
e
d
b
a
c
k
a
n
d
n
o
F
eedba
c
k
.
F
i
rst
l
e
ve
l
of
F
ee
d
b
a
c
k
w
a
s
ta
ken
as
e
x
p
e
ri
me
nta
l
g
roup
a
nd
s
e
c
o
nd
leve
l
w
a
s
take
n
as
c
o
n
t
r
o
l
gr
ou
p.
T
here
w
er
e
40
te
ac
hers
i
n
e
x
p
erim
en
ta
l
gr
ou
p
a
nd
37
t
e
ache
r
s
in
c
o
n
t
r
o
l
gro
up. O
n the
bas
i
s o
f
G
en
de
r the s
u
b
j
e
c
t
s w
e
re di
v
i
d
ed
i
n
t
o
t
wo
l
ev
e
l
s
n
a
me
l
y
m
al
e
an
d
f
e
ma
l
e
. Th
e
re
we
r
e
32
m
a
l
e
a
nd
45
fem
a
le
t
e
a
c
h
e
r
s.
T
he
d
ata
w
e
re
a
nalyze
d
w
ith
t
he
h
el
p
o
f
2
X2
F
acto
r
ial
D
e
si
gn
ANC
OV
A.
The
resul
t
s
ar
e gi
ve
n
in
T
a
b
le
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ef
fect o
f
Inte
gr
at
e
d
Fe
ed
b
a
ck
on
Cl
assr
o
o
m
C
lim
at
e
o
f
Se
c
o
n
d
a
ry Sc
ho
ol
T
e
ac
hers (
N
i
l
e
s
h K
u
m
a
r Pa
te
l)
69
Ta
b
l
e 5.
S
ummar
y
of
2X
2 F
actor
ial
D
e
si
gn
A
N
C
O
V
A
f
or Classro
o
m
C
l
i
m
a
te
by C
ons
ide
r
i
ng P
r
e-Classroom
C
l
i
m
ate
as
C
o
v
ar
i
a
t
e
Sourc
e
df
S
S
y
.x
MS
S
y
.x
F
y
.x
Si
g
.
Fee
d
b
a
c
k
1
260.
71
4
260.
71
4
52.
991
0
.
000
G
e
nd
e
r
1
2
.
272
2
.
272
0
.
462
0
.
499
Fe
e
d
b
a
c
k
*
G
e
n
d
e
r
1
1.
377
1
.
377
0
.
280
0
.
598
E
rro
r
7
2
354.
23
7
4.
920
To
t
a
l
75
3.7.
Ef
fec
t
o
f
In
tegrate
d
f
eed
b
a
c
k
o
n
C
l
assr
o
o
m
c
lim
at
e
of
s
econ
d
ar
y
s
chool
t
each
er
s
by
c
onside
ring
p
r
e-C
l
assro
o
m
c
lim
ate
as cov
ar
i
a
t
e
Fro
m
T
ab
l
e
5
,
it
c
an
b
e
se
en
t
h
a
t
t
h
e
a
d
ju
st
ed
F
-v
al
u
e
f
o
r
F
e
e
d
ba
ck
i
s
52.9
9
1
,
w
hose
le
ve
l
o
f
sign
ifica
n
ce
w
ith
d
f
(1,
7
4
)
i
s
0
.00
0
,
ther
efor
e
it
is
s
i
g
ni
fi
c
ant
a
t
0
.0
1
le
vel
of
s
ig
n
i
fica
nce.
T
his
sh
o
w
s
tha
t
the
ad
j
u
s
t
ed
m
ean
s
c
o
r
e
o
f
C
l
assro
o
m
cl
ima
t
e
of
e
x
p
e
r
im
e
n
t
a
l
gr
o
u
p
d
if
fer
si
g
n
i
f
ica
n
t
l
y
fr
om
c
o
n
tr
ol
g
ro
up
w
h
e
n
p
r
e
-
C
l
a
s
s
r
o
o
m
c
l
i
m
a
t
e
w
a
s
t
a
k
e
n
a
s
c
o
v
a
r
i
a
t
e
.
T
h
u
s
,
t
h
e
n
u
l
l
hyp
ot
h
e
si
s
th
a
t
‘
Th
e
r
e
i
s
n
o
si
gn
ifi
c
a
n
t
e
f
f
e
c
t
o
f
i
n
t
e
g
r
a
t
ed
f
ee
db
ack
o
n
C
l
assroo
m
c
l
i
m
at
e
wh
e
n
p
re-C
l
a
ssr
o
o
m
climat
e
was
t
a
ken
as
c
ovar
i
a
te’
was
reje
cte
d
a
t 0.01
l
evel
o
f si
gn
ific
ance
.
F
u
r
t
he
r
from
Tab
l
e
6,
i
t
ca
n
be
s
e
e
n
t
ha
t
the
a
d
j
u
s
t
e
d
m
e
a
n
sc
o
re
o
f
Cl
assr
oom
c
li
m
a
te
o
f
expe
r
i
me
n
t
a
l
g
r
o
up
i.e.
96.07
w
a
s
fo
u
n
d
to
b
e
si
gn
i
f
ic
ant
l
y
h
i
g
her
t
h
an
t
ha
t
of
c
o
n
tr
ol
g
ro
up
i
.
e
.
92.
29.
H
e
nc
e,
it
can
b
e
c
o
nc
lu
de
d
t
h
at
F
ee
d
b
ac
k
pro
v
i
d
e
d
t
o
th
e
te
ache
r
s
w
a
s
f
o
u
n
d
t
o
b
e
e
f
f
e
c
t
i
v
e
i
n
t
e
r
m
s
o
f
Cla
s
sr
oom
c
lim
ate
of
t
he
tea
cher
s when
p
re-
C
lassr
oom
c
l
i
m
a
te
w
a
s
t
a
ken a
s
cova
ria
t
e.
Tab
l
e 6.
A
djus
ted
Me
an S
core
s of
C
lassro
o
m
Cli
m
a
te
o
f
Exper
i
m
e
n
ta
l G
r
ou
p an
d
Con
t
rol G
r
ou
p
G
r
oup
A
djust
e
d
Me
a
n
E
xpe
ri
m
e
nta
l
G
roup
96.
07
C
ontrol
G
r
o
u
p
92.
29
3.8.
Ef
fec
t
o
f
Ge
n
d
e
r
o
n
C
l
assro
o
m
c
l
i
m
at
e
of
s
e
c
on
d
a
ry
s
ch
o
o
l
t
e
ach
er
s
by
c
o
n
sid
erin
g
p
r
e
-
C
l
assr
o
o
m c
l
i
m
at
e as
c
ov
ar
iate
F
r
o
m
T
a
b
l
e
5
,
i
t
c
a
n
b
e
s
e
e
n
t
h
a
t
t
h
e
a
d
j
u
s
t
e
d
F
-
v
a
l
u
e
f
o
r
G
e
n
de
r
i
s
0
.46
2
,
w
h
ic
h
i
s
n
o
t
s
i
g
ni
fic
a
n
t
e
v
en
a
t
0
.
05
l
e
v
e
l
o
f
si
gni
fi
c
a
n
c
e.
T
h
e
refo
re
,
t
h
e
nul
l
hyp
ot
h
e
sis t
h
a
t
‘The
r
e i
s
n
o
s
i
gn
i
f
ic
ant
e
f
fe
ct o
f G
e
nder
on
C
la
ssro
o
m
c
l
im
a
t
e
by
c
on
si
de
ring
p
re
-Cla
ssr
oom
c
l
i
ma
t
e
a
s
c
o
vari
at
e’
w
a
s
n
ot
r
ej
ec
t
e
d.
I
t
ca
n
t
hus
b
e
conc
l
ude
d
t
h
a
t
t
he
C
lassr
oom
c
l
i
m
a
te
i
s
i
n
d
e
pe
n
d
e
n
t
of
G
e
nder
o
f
tea
c
h
ers
whe
n
p
re
-C
l
a
ssro
o
m
cli
m
ate
was
take
n
as c
ovar
i
ate.
3.9.
E
f
fec
t
o
f
i
n
ter
a
cti
o
n
b
e
twe
e
n
In
tegr
ated
f
eed
bac
k
a
nd
G
en
de
r
on
C
l
a
s
s
r
o
o
m
c
l
i
m
a
t
e
o
f
s
e
c
o
n
d
a
r
y
sch
o
o
l
t
eac
h
ers b
y con
s
i
d
er
i
n
g p
r
e
-
C
l
assr
oom
clim
ate
a
s
c
ov
ari
a
te
F
r
om
T
able
5
,
it
ca
n
be
s
e
e
n
t
ha
t
t
h
e
a
d
ju
ste
d
F
-val
ue
f
or
t
he
in
tera
ct
i
on
be
t
w
e
e
n
t
h
e
i
n
t
e
grat
e
d
f
e
e
d
b
a
ck
a
nd
G
e
n
d
e
r
is
0
.280
,
w
h
i
c
h
i
s
n
ot
s
ig
nif
i
c
a
nt
e
ven
a
t
0
.
05
l
e
v
el
o
f
si
g
n
if
i
c
a
n
ce
.
Th
e
r
ef
o
r
e,
t
h
e
n
ul
l
h
ypo
t
h
esi
s
t
h
a
t
‘Th
e
re
i
s
no
si
gni
fi
c
a
n
t
e
ff
e
c
t
o
f
i
nt
e
r
act
i
o
n
be
t
w
een
i
nte
g
ra
te
d
fe
e
d
bac
k
a
n
d
G
e
nde
r
on
Cla
s
sr
oom
c
li
m
a
te
by
c
o
ns
ide
r
i
n
g
pre-
Cla
ssroom
c
lim
at
e
a
s
c
o
v
ar
i
a
t
e
’
wa
s
not
r
ej
ect
e
d
.
Thu
s
,
it
can
b
e
conc
l
ude
d
tha
t
t
he
C
l
a
s
s
r
oom
c
lim
ate
is
i
n
d
e
pe
n
d
e
n
t
of
i
n
t
er
act
i
on
betw
e
e
n
I
nte
g
ra
t
e
d
f
e
e
d
ba
c
k
a
nd
G
e
nd
e
r
when
p
re-
C
las
s
room
c
l
i
m
a
te
w
as ta
k
en a
s cova
r
i
ate.
3.10.
E
f
fect
o
f
In
teg
r
a
t
ed
f
eedba
c
k
,
Jo
b
sa
tisf
a
c
t
i
o
n
a
nd
t
h
e
ir
i
nter
ac
tion
o
n
C
l
as
sro
o
m
c
lim
at
e
of
secon
d
ar
y sch
o
o
l
t
eac
h
e
r
s b
y
c
on
sidering
p
re-Cla
ss
room cl
i
ma
t
e
as
c
ov
ar
iate
The
four
th
o
b
j
ect
i
v
e
was
t
o
s
tu
d
y
t
he
e
ffe
ct
o
f
int
e
grat
ed
f
e
e
d
bac
k
,
Job
sa
tisfa
c
t
io
n
an
d
t
h
e
i
r
in
t
e
rac
t
i
on
on
C
l
a
ssro
o
m
c
lim
ate
b
y
c
o
n
s
i
de
ri
ng
pre-C
l
a
ssroom
c
lima
t
e
as
c
ova
ria
t
e.
T
her
e
w
er
e
two
le
ve
l
s
of
F
ee
d
b
ac
k
n
a
m
e
ly
F
ee
dbac
k
a
n
d
n
o
F
eed
ba
ck.
First
l
e
v
e
l
o
f
F
ee
d
b
a
c
k
w
a
s
t
a
k
e
n
a
s
e
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
and
se
c
o
n
d
l
e
v
el
w
as
t
a
k
e
n
a
s
con
t
ro
l
grou
p.
T
her
e
w
e
r
e
40
tea
c
her
s
i
n
e
xper
i
m
e
nta
l
g
rou
p
a
n
d
3
7
te
ac
hers
i
n
c
ont
ro
l
g
r
oup
.
On
t
h
e
b
a
s
i
s
o
f
Job
sati
s
f
a
c
t
i
on
,
th
e
su
bj
e
c
t
s
w
e
re
d
iv
i
d
e
d
i
n
t
o
t
w
o
l
e
v
els
nam
e
l
y
h
ig
h
a
n
d
low
.
T
he
re
w
e
r
e
45
tea
c
her
s
i
n
h
i
g
h
J
o
b
s
a
tisfa
c
t
io
n
le
v
e
l
and
3
2
t
eac
her
s
i
n
low
Jo
b
sa
ti
sfa
c
tio
n
leve
l.
T
he
data
w
er
e a
n
al
yzed
w
i
t
h
t
h
e h
e
l
p
o
f 2X
2 Fa
ctor
ial D
e
si
g
n
ANCOVA
.
The
results ar
e
given
i
n Table
7.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
1,
Ma
r
ch 201
8
: 65
– 71
70
Ta
b
l
e 7.
S
ummar
y
of
2X
2 F
actor
ial
D
e
si
gn
A
N
C
O
V
A
f
or Classro
o
m
C
l
i
m
a
te
by C
ons
ide
r
i
ng P
r
e-Classroom
C
l
i
m
ate
as
C
o
v
ar
i
a
t
e
Sourc
e
df
SSy
.
x
M
SSy
.
x
Fy
.
x
Si
g
.
Fee
d
b
a
c
k
1
254.
00
2
254.
00
2
51.
425
0
.
000
Job
sa
tisfac
tion
1
0.
010
0
.
010
0
.
002
0
.
964
Fe
e
d
b
a
c
k
*
J
ob
s
a
t
i
sfac
tion
1
2.
591
2
.
591
0
.
525
0
.
471
E
r
r
o
r
72
355.
62
4
4.
939
To
t
a
l
75
3.11.
Ef
fec
t
o
f
In
tegrate
d
f
ee
d
b
ac
k
on
C
las
s
ro
om
c
l
i
m
a
te
o
f
sec
o
n
d
ary
s
c
h
oo
l
teac
h
e
r
s
b
y
c
o
n
s
id
e
r
in
g
p
r
e-C
l
assro
o
m
c
lim
ate
as cov
ar
i
a
t
e
Fro
m
T
ab
l
e
7
,
it
c
an
b
e
se
en
t
h
a
t
t
h
e
a
d
ju
st
ed
F
-v
al
u
e
f
o
r
F
e
e
d
ba
ck
i
s
51.4
2
5
,
w
hose
le
ve
l
o
f
sign
ifica
n
ce
w
ith
d
f
(1,
7
4
)
i
s
0
.00
0
,
ther
efor
e
it
is
s
i
g
ni
fi
c
ant
a
t
0
.0
1
le
vel
of
s
ig
n
i
fica
nce.
T
his
sh
o
w
s
tha
t
the
ad
j
u
s
t
ed
m
ean
s
c
o
r
e
o
f
C
l
assro
o
m
cl
ima
t
e
of
e
x
p
e
r
im
e
n
t
a
l
gr
o
u
p
d
if
fer
si
g
n
i
f
ica
n
t
l
y
fr
om
c
o
n
tr
ol
g
ro
up
w
h
en
p
re
C
las
s
room
c
lim
ate
w
a
s
take
n
a
s
c
ovar
i
a
t
e
.
T
hu
s,
t
he
n
u
ll
hyp
oth
e
si
s
t
h
a
t
‘
Th
ere
i
s
n
o
s
i
gn
if
ic
an
t
e
f
f
e
c
t
o
f
i
n
t
e
g
r
a
t
ed
f
ee
db
ack
o
n
C
l
assroo
m
c
l
i
m
at
e
wh
e
n
p
re-C
l
a
ssr
o
o
m
climat
e
was
t
a
ken
as
c
ovar
i
a
te’
was
reje
cte
d
a
t 0.01
l
evel
o
f si
gn
ific
ance
.
F
u
r
t
he
r
fr
om
T
a
b
le
8
,
the
a
d
j
u
s
t
e
d
m
ea
n
score
of
C
la
ssr
oom
c
li
m
ate
of
e
xperim
e
nt
al
g
ro
u
p
i
.e
.
9
6
.
03
w
as
f
oun
d
to
b
e
si
gni
fi
ca
ntl
y
h
i
g
h
e
r
t
h
an
t
h
a
t
o
f
c
on
t
r
o
l
g
ro
up
i
.e
.
92
.3
1
.
H
en
ce
,
i
t
can
b
e
c
o
n
c
l
u
d
e
d
tha
t
i
n
t
e
g
r
a
te
d
fe
ed
bac
k
p
r
o
vi
de
d
t
o
t
he
t
ea
c
h
ers
w
a
s
foun
d
t
o
be
e
ffec
ti
ve
i
n
term
s
of
C
la
ssr
oom
c
li
m
a
te
o
f
the te
a
c
he
rs w
he
n pre
-
Cla
s
sr
oom
c
li
m
a
te
w
as
t
a
k
e
n
a
s c
ova
riate.
Ta
b
l
e
8.
A
djus
t
e
d
Mea
n
S
core
s
of
C
lassro
o
m
Cli
m
a
te
o
f
exper
i
m
e
n
ta
l
G
r
ou
p a
nd
Con
t
rol
G
r
ou
p
G
r
oup
Adjust
e
d
M
e
a
n
E
xpe
ri
m
e
nt
a
l
G
roup
96.
03
C
ont
r
o
l
G
r
ou
p
92.
31
3.12.
Ef
fec
t
o
f
Job
s
atisfac
t
i
o
n
on
C
lassr
oom
c
li
mat
e
o
f
se
con
d
ary
sc
hoo
l
t
eac
h
er
s
b
y
c
onside
ring
p
r
e
-
C
l
assr
o
o
m c
l
i
m
at
e as
c
ov
ar
iate
Fr
om
T
able
7
,
i
t
can
b
e
se
en
t
ha
t
t
h
e
ad
j
u
sted
F
-
val
u
e
for
Job
s
a
t
isfac
tio
n
i
s
0
.00
2
,
w
h
ic
h
is
not
sign
ifica
n
t
eve
n
a
t
0.
0
5
l
eve
l
o
f
s
i
gn
ifica
n
c
e
.
T
h
e
r
efore,
t
he
nul
l
hy
pot
h
e
si
s
t
h
a
t
‘
The
r
e
i
s
n
o
si
gnif
i
c
a
nt
effec
t
o
f
Jo
b
s
a
tisfac
t
io
n
o
n
C
la
ssro
om
c
li
m
a
te
b
y
c
o
n
s
i
d
e
r
i
ng
p
r
e
-
Cl
assro
o
m
c
l
i
m
at
e
a
s
c
o
v
a
ri
at
e’
w
a
s
n
ot
reje
cte
d
.
Thus,
it
c
a
n
b
e
c
o
nc
lu
de
d
t
h
a
t
t
he
C
lassro
o
m
cli
m
a
t
e
is
i
n
d
e
p
e
nde
n
t
o
f
J
ob
s
a
tisfac
t
io
n
of
t
eac
hers
when
p
re-
C
las
s
room
c
l
i
m
a
te
w
as ta
k
en a
s cova
r
i
ate.
3.13.
E
f
fec
t
o
f
int
eracti
o
n
b
e
twee
n
Inte
grate
d
f
eed
bac
k
a
n
d
Job
s
atis
fac
t
i
o
n
on
C
lassro
o
m
c
lim
at
e
o
f
secon
d
ar
y sch
o
o
l
t
eac
h
e
r
s b
y
c
on
sidering
p
re-Cla
ss
room cl
i
ma
t
e
as
c
ov
ar
iate
F
rom
Ta
bl
e
7
,
i
t
can
b
e
see
n
t
ha
t
the
a
d
ju
ste
d
F
-
v
alue
f
or
t
he
i
nter
ac
ti
on
be
tw
een
t
h
e
i
nte
g
rate
d
fe
ed
bac
k
a
nd
J
ob
s
a
tis
fac
tio
n
is
0
.5
2
5
,
w
h
i
c
h
is
n
ot
s
ig
n
i
f
i
c
a
n
t
ev
e
n
a
t
0
.
0
5
l
e
v
el
o
f
si
gn
ifi
c
an
c
e
.
T
h
e
ref
o
re,
the
n
u
ll
hy
pot
he
sis
tha
t
‘
Th
e
r
e
is
n
o
si
g
n
ifi
c
a
n
t
e
f
fe
ct
o
f
int
er
acti
o
n
b
e
tw
een
i
n
t
e
g
rate
d
fee
dba
c
k
a
nd
Jo
b
sa
ti
s
f
a
c
ti
on
o
n Cl
a
ssroo
m
cl
ima
t
e
by
c
on
side
ri
ng
p
re
-Cl
a
ssro
o
m
cli
m
a
t
e
as
c
ov
a
r
i
a
t
e
’
wa
s
n
o
t
r
ej
ec
te
d
. Thu
s,
it
c
a
n
b
e
c
onc
lude
d
tha
t
the
C
lassro
o
m
cl
im
ate
is
i
n
d
epe
n
de
nt o
f
in
ter
act
io
n
be
t
w
e
e
n
in
te
gr
ate
d
f
ee
d
b
ac
k
an
d
Job sa
ti
sfac
t
i
o
n
w
he
n pre
-
C
l
a
s
sr
oom
c
lima
t
e
w
a
s taken
as covar
i
at
e.
4.
CONCL
U
S
ION
The
presen
t
st
ud
y
re
vea
l
s
t
h
at
i
n
t
e
g
rate
d
fe
edbac
k
i
s
ef
fec
tive
o
n
C
l
as
sroom
c
l
i
m
a
te
o
f
sec
o
n
d
ary
sch
o
o
l
t
ea
c
h
er
s.
A
l
t
h
o
u
g
h
c
l
a
ssr
oom cl
i
ma
t
e
i
s inde
p
e
nd
en
t
of
I
n
t
el
l
i
ge
nce
of tea
c
h
ers an
d classr
oom
c
li
m
a
te
is
a
l
s
o
in
de
pe
nde
n
t
f
rom
i
n
te
rac
tio
n
of
I
nte
l
e
nge
nc
e
w
i
t
h
I
nte
g
rate
d
fe
ed
bac
k
.
Cl
assroom
c
lima
t
e
i
s
in
de
pen
d
e
n
t
o
f
t
eac
her’
s
G
e
nder
an
d
its
i
n
t
e
r
ac
tion
w
i
th
F
eedba
ck
.
C
l
a
s
sro
o
m
c
l
i
ma
te
i
s
al
so
i
nd
ep
en
de
n
t
o
f
teac
hers’
j
o
b
s
a
ti
sfac
t
i
o
n
a
nd
i
t
s
i
n
ter
act
i
o
n
wit
h
f
e
e
d
b
a
c
k
.
E
rli
e
r
it
w
a
s
e
x
pe
c
t
e
d
t
ha
t
j
ob
sat
i
sfact
i
o
n
m
a
y
have
p
osi
t
i
v
e
e
ffe
c
t
o
n
c
l
a
ssroom
c
lim
ate
b
u
t
r
e
su
lts
d
id
n
o
t
f
a
v
our
t
he
e
xpe
cta
t
i
on.
T
he
r
e
s
ul
t
s
h
as
impl
ica
t
io
ns
f
or
m
anage
m
e
n
t
an
d
a
d
m
i
ni
strat
i
o
n
o
f
sec
onda
ry
s
ch
o
o
l
s
,
tea
c
her
s
’
w
o
rk
in
g
in
s
ec
on
dar
y
sch
o
o
l
s,
a
nd p
o
l
i
c
y
m
ake
r
s as
i
t
is
h
e
l
p
f
ul
l i
n
cr
e
a
t
i
ng he
a
l
th
y
classr
oom
c
l
i
m
a
te.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ef
fect o
f
Inte
gr
at
e
d
Fe
ed
b
a
ck
on
Cl
assr
o
o
m
C
lim
at
e
o
f
Se
c
o
n
d
a
ry Sc
ho
ol
T
e
ac
hers (
N
i
l
e
s
h K
u
m
a
r Pa
te
l)
71
REFE
RENCES
[1]
D
.
W
.
M
c
M
i
l
l
a
n
a
n
d
D
.
M
.
C
h
a
v
i
s
,
“
S
e
n
s
e
o
f
C
o
m
m
u
n
i
t
y
:
A
D
e
f
i
n
i
t
i
o
n
an
d
Th
eory,
”
Jo
ur
nal
of Co
mmu
n
i
ty
Ps
ychol
og
y
, vo
l
.
1
4
, pp
.
6
-2
3
, 19
8
6
.
[2]
T.
J
.
S
e
rgiovanni, “Bu
ilding comm
un
ity
in
sc
ho
ol
s,”
Sa
n
Fra
n
c
i
s
co,
J
o
s
sey
-
Bas
s
,
19
94.
[3]
M.
W
at
son
and
V.
B
attist
i
ch,
“Bu
ilding
and
susta
i
ning
caring
co
m
m
u
n
i
ties
,
”
i
n
C
.
M
.
E
v
e
rt
so
n
and
C.
S
.
W
e
i
n
stein,
“
Ha
n
d
b
ook
o
f
clas
s
r
o
o
m
m
a
n
a
gem
e
n
t:
Res
earch
,
pract
ic
e,
a
nd
c
on
tem
p
o
r
ary
issu
es,”
M
ahw
a
h,
NJ,
Law
r
ence
Erl
b
a
u
m
As
so
c
i
a
t
es
,
pp.
253
-27
9
,
2006.
[4]
R.
C
.
Piant
a
,
“
E
n
h
an
c
i
ng
r
e
l
ati
o
n
s
h
i
ps
b
etw
een
c
hi
ld
ren
and
t
e
a
chers
,
”
W
a
shingto
n
,
D
C
,
A
m
erican
P
s
y
ch
olo
g
i
cal
As
so
c
i
a
t
i
on,
1
999.
[5]
S
.
A
.
M
y
ers
and
C.
J
.
Clau
s,
“
The
Rel
a
tio
ns
hi
p
b
e
tw
een
S
tu
dent
s
’
M
o
t
i
ves
t
o
C
o
m
m
unicat
e
with
T
hei
r
I
ns
tru
c
to
rs
and
Clas
sroom
En
v
i
r
onmen
t,
”
Com
m
un
icati
o
n
Qu
art
e
rl
y
,
v
o
l.
6
0
,
p
p.
386
-40
2
,
201
2.
[6]
J.
K
o
z
ol,
“
D
ea
t
h
a
t
an
E
arly
A
g
e
:
The
Des
t
ruction
of
t
he
H
earts
a
nd
M
in
ds
o
f
Ne
g
r
o
Ch
ildre
n
i
n
t
h
e
Bo
ston
P
ub
lic
S
c
ho
ols,
”
Bo
st
o
n
,
H
o
u
g
h
t
on-Miffli
n
,
1
96
7
.
[7]
R. H.
Mo
os
, “Ev
a
l
u
a
t
i
ng
t
reat
men
t
en
v
iron
men
t
s,” New
Yo
rk
,
W
i
l
e
y
, 19
7
4
.
[8]
E.
J
.
Tri
c
kett
and
R.
H
.
Moos
,
“
P
ers
o
n
a
l
correl
a
tes
of
c
ont
rast
in
g
env
i
ro
n
m
ents:
Stu
d
en
t
satisfac
t
ions
i
n
high
sc
ho
ol c
la
s
s
roo
m
s,”
Am
eri
c
an
J
o
u
r
na
l
of Commun
i
t
y
Ps
ychol
ogy
, vo
l
. 2
,
p
p
. 1-1
2
,
1
97
4.
[9]
R.
C
.
Pian
ta,
et al
.
,
“T
he
F
i
r
st
T
wo
Y
ears
of
S
cho
o
l
Teach
er-
C
h
i
l
d
R
el
a
t
i
onsh
i
ps
a
n
d
De
fle
c
tio
ns
i
n
Ch
ildre
n
's
Clas
sroom
A
djustm
ent,
”
Develo
p
m
e
nt
an
d
Psych
opa
th
ol
ogy
,
vol.
7,
pp.
2
9
5
-3
12,
1
9
9
5
.
[10]
B.
K
.
H
a
mre
an
d
R.
C
.
P
i
anta,
“Earl
y
t
each
er–ch
i
ld
r
e
l
a
t
i
onsh
i
p
s
a
n
d
th
e
tra
j
e
c
t
ory
o
f
c
hildre
n
'
s
sc
ho
ol
o
u
t
c
o
me
s
th
rou
gh
eighth
grad
e,
”
Ch
ild D
e
vel
op
ment
,
v
o
l/i
s
sue:
7
2
(
3
)
,
p
p
.
625-63
8,
2
0
01.
[11]
B.
D
eng
,
“
A
m
u
ltil
e
v
e
l
anal
ys
is
o
f
clas
sroom
c
l
i
m
a
t
e
e
ff
ects
o
n
m
at
hem
a
tics
achi
e
vem
e
nt
o
f
f
o
urth
-grad
e
s
tud
e
nts
(Clearin
gh
ou
se
N
o.
S
E0
528
43
),”
M
e
m
p
h
i
s,
T
N,
M
em
phis
State
Un
iv
e
rsit
y
.
E
RIC
D
o
cu
m
e
nt
R
e
p
ro
duct
i
o
n
S
erv
i
ce
No.
Ed 34
8
2
22
,
19
92
.
[12]
Di
etrich
A
.,
B
ai
ley
,
“
S
c
h
ool
c
l
i
m
a
te
:
co
m
m
on-s
e
nse
so
lu
tions
t
o
c
o
m
p
l
icate
d
p
rob
l
em
s,”
NASSP Bul
l
e
tin,
vo
l/issue:
8
0(57
6),
pp.
1
6
-
25
,
1996
.
[13]
L.
O
.
S
o
d
e
rberg
,
“
A
credi
b
l
e
m
od
el:
E
v
alu
a
ti
ng
c
las
s
ro
om
t
eachi
ng
i
n
h
i
g
h
er
e
du
cat
io
n,”
Instructional Evalua
t
i
on
,
v
o
l.
8
,
pp
. 1
3–
27
, 19
8
6
.
[14]
L.
M
.
A
l
eamo
n
i
and
P
.
Z
.
Hexn
er,
“
A
r
ev
iew
o
f
t
he
r
esearch
o
n
s
t
uden
t
e
v
a
lu
a
t
io
n
an
d
a
rep
o
rt
on
the
eff
ect
o
f
d
i
ffe
r
e
n
t
se
ts
o
f
in
struc
t
io
ns
o
n
s
t
ud
e
n
t
c
o
urse
a
n
d
i
ns
truc
tor
e
v
a
lu
ati
on,
”
In
st
ru
c
t
i
ona
l S
c
ience
,
vo
l.
9
,
pp
.
67
-8
4
,
19
80
.
[15]
J.
A
.
Cen
t
ra,
“Student
r
ating
s
o
f
i
n
s
t
ruction
a
n
d
their
re
latio
n
s
hip
to
s
tu
dent
l
earnin
g
,
”
American
Ed
ucatio
nal
Res
e
arch
Jou
r
n
a
l
,
vo
l. 1
4
, pp
.
1
7
-
24
,
1
9
7
7
.
[16]
P
.
A
.
Cohen
,
“
Stud
ent
Rati
ngs
o
f
Inst
ructio
n
an
d
S
t
u
d
ent
A
c
hi
ev
e
m
e
n
t
:
A
M
e
ta
-
A
na
l
y
si
s
o
f
M
u
l
t
i
s
e
c
t
io
n
V
a
li
d
i
ty
Stud
i
e
s,”
R
eview o
f
E
d
u
c
ati
o
n
a
l
Res
e
arch
, vo
l
.
5
1
, pp
. 2
81
-3
04
,
1
9
8
1
.
[17]
W.
J
.
McK
eachie, “S
t
u
d
ent ratin
g
s
o
f
f
aculty
: A rep
r
i
s
e,”
Academe
,
v
o
l
.
65
,
p
p
.
3
84
—39
7
, 1
97
9.
[18]
P. C
. Ab
r
ami
,
et al
.
,
“
E
ducatio
nal
sed
u
cti
on,
”
R
eview
of
E
duca
t
i
onal
Res
e
arch
,
v
o
l
.
52
,
p
p
.
446
-46
4
,
198
2.
[19]
W. E. K
lan
n
an
d
E
.
H
o
f
f
,
“T
h
e use of
j
ud
g
m
ent
anal
ys
is
in
anal
y
zi
ng stu
d
ent e
v
alu
a
ti
on o
f
t
eacher
s,
”
Mathematica
l
As
so
c
i
atio
n of
Two
-
Year
Col
l
ege
Jour
na
l
,
vol.
1
0
,
pp
.
13
7-1
3
9
,
1976
.
[20]
K.
A
.
F
e
ld
m
a
n
,
“
S
e
ni
ority
a
n
d
e
xp
erien
ce
of
c
ol
lege
t
eache
r
s
as
r
el
ated
t
o
ev
aluat
i
o
n
s
they
r
eceive,
”
Re
s
e
ar
c
h
in
Hi
gh
e
r
E
duca
t
i
o
n
, vo
l
. 1
8,
pp
.
3
-
1
24
,
1
9
8
3
.
[21]
D
.
T
.
C
a
m
p
b
e
l
l
a
n
d
J
.
S
t
a
n
l
e
y
,
“
E
x
p
e
r
i
m
e
n
t
a
l
a
n
d
q
u
a
s
i
-
e
x
p
e
r
i
m
e
nt
al
d
esi
gns
f
or
r
esearch,
”
C
hi
cago
,
I
L
Ran
d
M
c
Nall
y
,
1
9
63.
[22]
P
.
C
.
Ab
ra
m
i
a
n
d
D
.
A.
M
izen
er,
“Does
the
at
t
i
t
u
de
s
imil
ar
ity
o
f
co
lleg
e
p
rofess
ors
and
t
h
ei
r
st
ud
ent
s
p
rod
u
ce
“b
ia
s
”
i
n
th
e
c
o
u
r
se
e
v
a
lu
a
t
io
ns
?
”
A
m
erican
Ed
u
c
a
t
i
onal Resea
r
ch
Jou
r
n
a
l
,
vol/issue:
2
0(1),
pp
.
123–
13
6,
198
3.
[23]
P.
C
.
Ab
rami
,
et
a
l
.
,
“Th
e
r
el
ati
ons
h
i
p
bet
w
een
s
tu
dent
p
erso
n
a
l
i
t
y
c
haracteri
s
tics
,
teacher
r
ati
n
g
s
,
and
stu
d
en
t
achi
e
vem
e
nt
,
”
Jou
r
n
a
l of Ed
ucati
ona
l
Psych
ol
ogy
, v
ol
.
7
4
, p
p
. 11
1
-1
25
, 19
8
2
.
B
I
OG
RAP
HY
O
F
A
U
T
H
O
R
Ni
l
e
sh
K
umar
P
at
el
i
s
a
t
eac
her
e
d
ucat
or
a
nd
v
isiting
team
m
e
m
b
er
o
f
N
a
ti
onal
Cou
n
cil
fo
r
T
eac
h
e
r
Ed
ucati
o
n
(A
S
tatuto
ry
B
od
y
o
f
G
ov
ernm
ent
of
I
nd
ia),
N
e
w
De
lhi
,
I
nd
ia
.
Pr
e
s
e
n
tly
he
is
w
ork
i
n
g
a
s
pr
inc
i
pa
l
in
V
idy
a
sa
g
a
r
Co
lle
g
e
,
I
nd
ore
(MP).
He
i
s
H
ead
o
f
th
e
Departm
e
n
t
a
nd
A
cadem
ic
c
ou
nsel
or
i
n
stu
dy
cent
r
e
o
f
I
nd
ira
Gandh
i
Nati
on
al
O
p
en
U
ni
versity
(IG
NOU
),
I
ndi
a
f
o
r
M
.
A
.
(
E
d
u
c
a
t
i
o
n
)
,
B
.
E
d
.
,
P
G
D
E
M
A
&
P
G
D
E
L
M
c
o
u
r
s
e
s
.
H
e
i
s
E
x-
M
e
m
ber
of
‘Facu
lt
y
of
E
ducat
io
n’, Dev
i
A
h
i
lya Universi
t
y
,
Indore
(Indi
a).
He
hol
ds
P
h
.
D
.
(
E
d
u
c
a
t
i
o
n
)
,
M
.
E
d
.
A
n
d
M
.
S
c
.
(M
at
hem
a
ti
c
s
)
d
e
grees
f
ro
m
S
c
hoo
l
o
f
S
tu
d
i
es,
D
e
vi
A
h
i
ly
a
U
n
i
v
e
rsit
y
,
I
ndore
(Ind
i
a)
a
nd
N
E
T
(Edu
cati
on)
C
ert
i
fi
cate
f
r
o
m
U
n
i
versity
G
ran
t
C
o
mmissio
n
,
N
ew
D
elhi
(India).
H
i
s
m
a
in
res
earch
in
t
eres
ts
are – Teacher
E
du
ca
t
i
o
n
an
d
Edu
cati
onal
P
s
y
c
ho
l
o
g
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.