Keywords: Primary School Teachers Student Attitudes Sense of School Belonging TIMSS Student–Teacher Relationship. The school environment should be managed in a manner that allows for mentoring relationships between students and teachers to be strengthened. Students’ attitudes towards teachers and their sense of belonging contributed significantly to mathematics achievement.Ĭonclusion: The study confirms the crucial role that a sound student–teacher relationship plays in a healthy sense of school belonging and in terms of academic performance. Results: A high positive correlation between students’ attitudes towards teachers and their sense of school belonging was found. Descriptive and inferential statistical analyses were performed. Absenteeism and the extent of bullying were also considered. Methods: The TIMSS 2015 data were used to develop indicators of students’ attitudes towards teachers, sense of school belonging and home socio-economic status.
Setting: A representative sample of 10932 grade 5 students at 297 schools in South Africa completed a contextual questionnaire and a mathematics assessment during the 2015 Trends in International Mathematics and Science Study (TIMSS). This study contributes to theories on school belonging by investigating the contribution of teachers to students’ sense of school belonging, the association of students’ attitudes towards teachers, and their sense of school belonging with students’ mathematics achievement.Īim: To provide empirical evidence of how students’ attitudes towards teachers contributed to their sense of school belonging, as well as their mathematics achievement. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution,Īnd reproduction in any medium, provided the original work is properly cited.īackground: The role of teachers in nurturing students’ sense of belonging cannot be over-emphasised. The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study & Visser, M., 2019, ‘The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study’, South African Journal of Childhood Education 9(1), a697.
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Lightshelf, anidolic systems and windows in rear parts to the glazed corridor performed better in term of increasing light level in the rear part by an average of more than 100%.Arends, F. Results also indicated that energy consumption reduced in the classrooms by an average of 40–50% of energy used for lighting. The results insured that these technologies could provide a significant increase in the illuminance levels to match the standards in the area of low illuminance level, improve the uniformity distribution and lower rates of discomfort glare. The research used real time experiments and IES-VE, the advanced simulation tool, to study how different daylight technologies would improve daylight illuminance levels and uniformity distribution. These daylight technologies were assessed for indicators illuminance level, uniformity and energy saving. The current research was conducted on a classroom located in the lecture halls complex at Jordan University of Science and Technology (JUST). The current research aimed at studying the effect of advanced daylight technologies, like lightshelf, anidolic systems, translucent materials and lightshelf combined with external reflectors, on daylight performance and visual environment in university classrooms.
Daylight in buildings helps to reduce energy consumption, lower negative impacts on the environment, improve human performance and increase the productivity.
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