Abstract
Purpose. Recent research has shown a high correlation between classroom environment and learning outcomes. This study sought to determine whether classroom climate as perceived by students of teachers trained in and utilizing Hunter's scientific teaching principles was significantly more conducive to facilitating cognitive and/or affective learning outcomes than was that of teachers not trained in these principles. Methodology. Using an intact-group comparison, differences between experimental and control groups were sought. Thirteen Hunter-trained middle-school teachers were selected and matched to thirteen control-group counterparts. Classes were matched for equivalency of aggregate student characteristics. To analyze differences in the learning environments of the experimental and the control groups, t values were calculated for the fifteen subscales of the "Learning Environment Inventory." Findings. Major statistical outcomes showed that the learning environment of the experimental (Hunter-trained) classrooms was more conducive to cognitive learning outcomes than was the learning environment of the control group (non-Hunter-trained) classrooms. However, on subscales which correlated largely to affective learning outcomes, only one of four scores reflected statistically significant differences, and when compared with ideal scores, results for both groups were low. Statistically significant differences were also observed for two of six subscales which studies have shown to correlate negatively with both cognitive and affective learning outcomes. Conclusions. This study indicated that the usage of Hunter-based scientific teaching principles tended to create learning environments which were more conducive to cognitive learning than did the usage of traditional teaching approaches. Also, classrooms where the Hunter model was practiced exhibited fewer negative environmental characteristics. However, this model failed to influence the environmental characteristics conducive to affective learning. Recommendations. Major recommendations resulting from this study were: (1) continued support for Hunter-based training programs, (2) inclusion of learnings in social psychological areas, (3) collaboration with local preservice teacher-education programs, (4) expanded usage of classroom environment assessments, and (5) suggestions for further research.