The mediating effect of classroom climate on the relationship between teacher communication behavior and science related attitudes of the students

Abstract

This study determined the mediating effect of classroom climate on the relationship between teacher communication behavior and science related attitudes of the students. The quantitative approach using the correlational technique and mediation analysis were utilized in this study. Simple random sampling technique was used in this study with a sample of 389 students coming from the senior high school department of the four selected private schools in Davao City. Sets of adapted survey questionnaires were used in obtaining data from the respondents which were subjected for content validity and reliability analysis. The data were analysed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using Sobel z-test. The results revealed that the levels of classroom climate, teacher communication behavior and science related attitudes of the students are high or oftentimes evident. In particular, effect of the IV (teacher communication behavior) on DV (science related attitudes of the students) is weakened as shown in the lowered beta value .403 after the controlling MV (classroom climate), hence, showing a still significant relationship which implies a partial mediation. Moreover, a significant partial mediation existed between these variables. A significant partial mediation of the classroom climate on the relationship between teacher communication behavior and science related attitudes of the students was proven in the study. Keywords: education, classroom climate, teacher communication behavior, science related attitudes, multiple regression, mediation, Philippines