School Climate and Active Learning Strategies Used by the School Teachers in Classrooms of Madurai District

Abstract

This study has investigated the relationship between school climate and the use of active learning strategies among teachers in the classrooms of Madurai District. School climate, encompassing factors such as teacher-student relationships, administrative support, safety, and inclusivity, plays a crucial role in shaping the educational environment. Active learning strategies, which actively engage students through methods like discussions, group activities, and problem-solving tasks, have been shown to enhance student understanding and retention. The objective of the research is to examine how different aspects of school climate influence teachers adoption and implementation of these strategies. Using a mixed-methods approach, data were collected through surveys, interviews and classroom observations involving a sample of teachers from various schools across Madurai District. Statistical and thematic analyses were conducted to determine patterns and correlations between school climate dimensions and the prevalence of active learning strategies. The findings of the study revealed that there is a positive and supportive school climate significantly correlates with a higher frequency and variety of active learning strategies. This study highlights the need for a conducive school environment to foster innovative teaching practices which ultimately enhance the educational outcomes. The insights provided could be valuable for educational policymakers, administrators, and teachers aiming to create an engaging and supportive learning atmosphere.