Enhancing Students' Perceptions of Biology Classroom Learning Environment in an Active Learning Environment: A Comparative Effect of Two Constructivist Teaching and Learning Strategies

Abstract

In this study, the effects of concept mapping (CM) and cooperative mastery learning (CML) strategies on students' perceptions of the classroom learning environment were compared. To achieve this, a sample of 295 students from nine intact Biology classes in coeducational boarding schools in Nyamagabe District, Rwanda, was selected using purposive sampling and taught Biology using the CM and CML strategies. The Biology Classroom Learning Environment Questionnaire (BCLEQ) was used to collect data before and after teaching activities. Data were analyzed through descriptive statistics (mean and SD) and a multivariate analysis of variance (MANOVA). The results revealed that both strategies promoted students' perceptions of CLE, with CM enhancing the learning environment more than the CML strategy. Besides, there was no significant gender difference in the perceptions of the BCLE. Moreover, neither teaching strategy nor gender interacted with students' perceptions of the classroom learning environment. It was concluded that the use of CM and CML in teaching and learning Biology improves students' perceptions of the classroom learning environment. Therefore, it is recommended for Biology teachers to promote a pleasant classroom learning environment by adopting the CM and CML teaching strategies.