Teacher-student ınteractions, learning commitment, learning environment and their relationship with student learning comfort

Abstract

The purpose of this study was to identify the level of teacher-student interaction, the suitability of learning environment, learning commitment and learning comfort among Biology students. In addition, the contribution of teacher-students interaction, learning commitment and learning environment towards learning comfort were also explored. This quantitative study employed a survey method whereby four types of questionnaires were used: 1) Teacher-Student Interaction Inventory, 2) Classroom Learning Environment Inventory, 3) Learning Commitment Inventory, and 4) Learning Comfort Inventory. A total of 400 Form Four Biology students from Perak were involved in this study. Data were analysed using descriptive and inferential analysis. The findings showed that the level of teacher-student interaction, the suitability of learning environment, learning commitment and learning comfort were high. There were significant relationship between teacher-student interaction, the suitability of learning environment and learning commitment with learning comfort. In addition, the results of multiple regression analysis revealed that students` learning commitment and learning environment provide significant contribution towards learning comfort.