Student Comfort in the Classroom and its Impac
School Name
Chapin High School
Grade Level
11th Grade
Presentation Topic
Behavioral Science
Presentation Type
Non-Mentored
Abstract
The research in the following paper has been conducted to study the effects of student-teacher relationships and its impact on students asking for help. This research was collected to gather a better understanding of why students may not ask for help. Data was collected through a survey given out to randomly selected students in a high school. All of the participants were from all grade levels from one school in a suburban culture. In this study a total of 62 students at the highschool of study from grades 9th to 12th participated in this study. The participants were given scores of 1-50 determining their relationship level with their teachers. That score was then compared to the students' answers of how often they ask for help from teachers. The data was put in a basic type of correlational method in order to determine the significance of this relationship. The analysis showed that there was not a significant correlation between the two variables. The R value found was .437 meaning the significance of this relationship is very weak. While conducting this research, there may be factors that have altered this result. The researchers' original hypothesis that better student-teacher relationships would lead to higher rates of students asking for help was proven to be incorrect. This suggests that student-teacher relationships have no impact on the students when it comes to reaching out for help. However, this study might influence further research into the impact of Covid-19 on student comfort inside of the classroom.
Recommended Citation
Aull, Carsin, "Student Comfort in the Classroom and its Impac" (2022). South Carolina Junior Academy of Science. 93.
https://scholarexchange.furman.edu/scjas/2022/all/93
Location
B&E 234
Start Date
4-2-2022 10:15 AM
Presentation Format
Oral and Written
Group Project
No
Student Comfort in the Classroom and its Impac
B&E 234
The research in the following paper has been conducted to study the effects of student-teacher relationships and its impact on students asking for help. This research was collected to gather a better understanding of why students may not ask for help. Data was collected through a survey given out to randomly selected students in a high school. All of the participants were from all grade levels from one school in a suburban culture. In this study a total of 62 students at the highschool of study from grades 9th to 12th participated in this study. The participants were given scores of 1-50 determining their relationship level with their teachers. That score was then compared to the students' answers of how often they ask for help from teachers. The data was put in a basic type of correlational method in order to determine the significance of this relationship. The analysis showed that there was not a significant correlation between the two variables. The R value found was .437 meaning the significance of this relationship is very weak. While conducting this research, there may be factors that have altered this result. The researchers' original hypothesis that better student-teacher relationships would lead to higher rates of students asking for help was proven to be incorrect. This suggests that student-teacher relationships have no impact on the students when it comes to reaching out for help. However, this study might influence further research into the impact of Covid-19 on student comfort inside of the classroom.
