Relationship Between Classroom Environment And Students Psychological Well Being The Case Of Two Selected Preparatory Schools In Addis Ababa.

The main purpose of the present study was to investigate the relationship between class room environment (CE) and psychological wellbeing (PWB) among preparatory students in Addis Ababa. In order to serve these purposes, embedded type of mixed methods research design was employed. The participants were recruited from one private and one government schools, these schools are selected through using lottery method within Kolfe Qeraniyo Sub-city of Addis Ababa. A total of 337 participants were selected. More specifically, out of the total participants 331 students were chosen using proportionate stratified random sampling technique, while the six interviewees were selected purposively taken as a sample. My Class Inventory scale, a Psychological Wellbeing Scale, a demographic questionnaire, and interviews instruments were administered. Quantitative data were analyzed using descriptive statistics, correlation, t-test and regression. The qualitative data were analyzed using inductive thematic analysis. The study revealed that the students who scored above mean on PWB 178 (53.8%) and on CE 171 (51.4%) were having high level of psychological wellbeing and experience more positively perceived classroom environment than those scored below mean on PWB 153 (46.2%) and on CE 160 (48.6%) respectively. Results from Pearson’s Correlation Analysis revealed that classroom environment and psychological wellbeing were related significantly, whereas result from regression revealed that classroom environment significantly explained proportion of the variance in students’ psychological wellbeing. The t-test results showed that there were no statistically significant difference between male and female on perceiving their classroom environment and psychological wellbeing .From the analysis of the qualitative data, encouraging the student behavior and autonomy and enhancing their self-esteem, and respect and care by classroom teachers and adjusted conducive learning environment were identified as the major themes that could promote students’ sense of wellbeing.

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