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100			_e _e _aJavier, Reynaldo Vergara. _d _b4 _u _c0 _q16
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245		0	_a _aThe correlation of classroom learning environment and the students' attitudes towards their subjects : _d _bimplication for faculty development / _n _cReynaldo Vergara Javier. _h6 _p
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264			_3 _3 _a _d _b _c46
300			_e _e _c28 cm. _ax, 156 pages : _billustrations
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336			_b _atext _2rdacontent
337			_3 _30 _b _aunmediated _2rdamedia
338			_3 _30 _b _avolume _2rdacarrier
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500			_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2007.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education, in partial fulfillment of the requirements for the degree Master of Arts in Education Educational Administration.;Includes bibliographical references. _d _b _c56
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520			_b _b _c _aThe study focused on the relationship of classroom learning environment and the attitudes of selected first year students of Colegio de San Juan de Letran towards their subjects. The study answered questions on the observed actual and preferred learning environment of the Colegio, as well as the students towards their subjects. The study utilized the descriptive research method. It focused on the relationship between the actual and preferred learning environment of the freshmen management students and their attitude toward their subjects. Among the salient findings are: In the observed actual learning environment, equity was the most dominant among the seven indicators, followed by task orientation, then individualization, cooperation and personalized. Innovation and students cohesiveness were the least observed. In the preferred learning environment, equity was also the most dominant, followed by task orientation, student cohesiveness, cooperation and personalization in that order. Innovations and individualization were the least preferred. Significant differences were noted between the observed actual and preferred learning environments in terms of the seven indicators with equity as the most observed and preferred. On the students' attitudes towards their subject, they generally agreed that they were satisfied with their subjects and on the pacing of class activities. No significant relationship was observed between the actual learning environment in terms of personalization, innovation, and task orientation. These did not however affect them relative to satisfaction, difficulty and pacing. Student cohesiveness was noted to be significantly related with difficulty and pacing. Cooperation, individualization, and equity were much observed with difficulty. Among the conclusions were: Among the actual and observes learning environments, equity was the most dominant while innovation and student cohesiveness were the least. In the English subject, the students preferred equity while personalization is the least desired. Task orientation is the most preferred in the Mathematics and Science subjects, while innovation is the least desired. There is a significant difference between observed and actual learning environment and the preferred learning environment of the students in their subjects, most particularly in English and Filipino. The students of the Colegio are satisfied with their subjects although they fairly find their subjects difficult. They also found the pacing of the class activities suited to their abilities. Student cohesiveness became evident when difficulty and pacing were concerned, thus developing cooperation, individualization and equity. Based on the conclusions drawn, teachers of the Colegio should utilize more innovative teaching techniques and methodologies in their classes. Class activities like small group discussions, group assignments, group seat works and quizzes can help develop cohesiveness. The students should be treated with fairness and equity by providing assistance, attention, and interest to all and not only to a selected few. Professors of the Colegio should undertake measures that would limit the gap between the observed actual and the preferred learning environments. They should make their classes a positive learning environment so as to enhance the academic achievement and performance of their students. A positive learning environment should be created among the different subjects to motivate students to study harder so as to boost their satisfaction level and at the same time reduce the difficulties encountered. Faculty members should be provided with the necessary skills to be able for them to make their classes a more positive learning environment. Finally, further study should be undertaken to include other subjects particularly the major subjects of the different courses. In addition, the respondents should be expanded to include students from all levels and areas. _u
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