Differential analysis on the perceptions of learners concerning classroom culture and their academic achievement

M.Ed.This research project was conducted to investigate the construct of classroom culture. The fundamental aim of this study was a differential analysis on the perceptions of learners concerning classroom culture and their academic achievement. The biographical data that was investigated for this study included: gender, age, mother tongue, tuition medium, taking care of learners and course being studied. It seems necessary since the social and cultural factors are seen as important influences on the perception of learners, concerning their learning success and academic achievement, even before the enter the classroom (See paragraphs 2.7.1 and 2.7.2). Find different dimensions of classroom culture were identified for this study as to research the different perceptions of the learners. The dimensions that were utilised for this study include the following: Dimension A — Classroom Environment Dimension B — Social Relationships Dimension C — Academic Achievement Dimension D — The role of the educator or lecturer Dimension E — The role of the learner The results of the empirical research indicated that positive perceptions by learners, concerning classroom culture and their academic achievement, is a valuable attribution to the learning experiences of learners in a classroom. Some findings that may be of value to educators and education are the following: Concerning the biographical data, most learners indicated overall positive responses. The following findings are significant to this study: It is evident that older learners and female learners were more task oriented, responsible and consider time management as important (age; gender). Most learners prefer a tuition medium in which they can understand fully. They prefer to communicate well in this medium. Furthermore, they want to follow the tuition medium, especially when the lecturers explain difficult work. Learners in the Business Studies Department perceived themselves to enjoy attending their classes. It may be as a result of classrooms being fully equipped with modern technology such as computers and air-conditioning (See paragraph 5.2.1). It is furthermore indicated that, mother tongue and the "taking care of learners", have no statistical significant impact on the perception of learners concerning classroom culture and their academic achievement. It is significant to this study that all five dimensions concerning classroom culture indicated statistical significant differences among the groups of learners. The following findings may be of value: It is evident that a friendly, comfortable classroom environment (Dimension A) as well as co-operative classmates, who assists other learners with their learning experiences (Dimension B) contributes to positive classroom cultures. It is furthermore indicated that the role of the educator, being open, positive, approachable and supportive, enhance the academic achievement of learners (Dimension C and Dimension D). Learners perceive themselves as to be a fundamental part of classroom culture. Most learners perceive themselves as responsible learners whose academic achievement is in accordance with their potential and capabilities (Dimension C and Dimension E). Learners identify more easily with educators whose classes they enjoy. They often work hard, not to disappoint their educators. It is indicated, through this research that the perception and experiences of the life world of learners, initiate their reaction to classroom environment. It furthermore implies the intention of learners to actively assess their learning world, thus classroom culture