Classroom Environment, Teacher Competency, and Student Engagement In Chinese Universities

Abstract –

This research aimed to determine the relationships among classroom environment, teacher competence, and student engagement in Chinese universities, in order to propose a enhanced program for student development.

A descriptive quantitative research design was employed among 549 students to explore the correlations among classroom environment, teacher competence, and student engagement in student learning.

Majority of the respondents were females, Arts majors, and sophomore students. In terms of classroom environment, respondents strongly agreed that instructor encourages mutual respect among all students; they are called on to be representative of a particular demographic group; and inappropriate comments are not tolerated in this class.  In terms of teacher competency, respondents strongly agreed that the teacher has a good command of the contents of the course; interweaves the content of the subject matter with other courses; and applies the established curriculum with a certain amount of flexibility for a better class dynamic. In terms of intellectual capacity, respondents strongly agreed that they have developed ability to make judgments about alternative perspectives; learned to be an effective team or group member; the teaching staff tried hard to help them understand the course material; there is sufficient feedback on activities and assignments to ensure that they learn from the work they do; and can see how courses fitted together to make a coherent programs of study for their major. There was a significant difference on classroom environment, teacher competency, and intellectual capacity when grouped according to grade. There was a highly significant relationship among classroom environment, teacher competency, and student engagement.

 Keywords – Classroom environment, teacher competency, student engagement, Chinese universities