Success and Persistence in Science: The Influence of Classroom Climate

TL;DR

This study investigates how perceptions of classroom climate in science classes affect student success and persistence, highlighting the importance of fostering environments and faculty training, with no gender differences in achievement.

Contribution

It provides empirical evidence linking classroom climate perceptions to student persistence and success, emphasizing the role of faculty pedagogical training.

Findings

Fostering classroom climate positively influences persistence and success.

Transmitting classroom climate negatively impacts student persistence.

Faculty with pedagogical training are more likely to foster supportive environments.

Abstract

To better understand how student and faculty perceptions of the learning climate in science/mathematics classes influence success and persistence, we followed a cohort of 1425 academically able students who entered CEGEP in the fall of 2003. Students completed surveys in their first, second and fourth semesters. In the second semester 84 faculty members completed a similar survey. Faculty conceptions of teaching were identified using a framework developed by Scardamalia and Bereiter (1989). No significant gender differences in achievement were found. Self-efficacy declined over students first semester as did affect towards science. Classes that students perceived as fostering their development had a positive impact on persistence and success while classes characterized as transmitting had a negative impact. Females were more likely than males to characterize a class as transmitting and to abandon science. Faculty members who had pedagogical training were more likely to create a fostering atmosphere in their classes.