Quiet Students' Experiences with the Physical, Pedagogical, and Psychosocial Aspects of the Classroom Environment

The classroom environment can be highly social, a situation which may prove challenging for students with quiet tendencies. This qualitative study focused on the perceptions of 10 self-identified quiet college students through an analysis of their first-hand accounts of their experiences in postseco...

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Bibliographic Details
Published in:Educational research (Orem, Utah) Utah), 2020, Vol.31 (2), p.41
Main Authors: Medaille, Ann, Usinger, Janet
Format: Article
Language:English
Subjects:
Acoustics
Anxiety
Classroom Environment
Communication (Thought Transfer)
Cooperative Learning
Extraversion Introversion
Interaction
Learner Engagement
Physical Environment
Social Attitudes
Social Environment
State Universities
Stress Variables
Student Attitudes
Student Characteristics
Undergraduate Students
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Summary:The classroom environment can be highly social, a situation which may prove challenging for students with quiet tendencies. This qualitative study focused on the perceptions of 10 self-identified quiet college students through an analysis of their first-hand accounts of their experiences in postsecondary classrooms. This study found three major themes: (1) attempting to minimize noise, interactions, and distractions, (2) struggling to outwardly express engagement, and (3) fear of social judgment. This study suggests that quiet students may be deeply affected by the physical, pedagogical, and psychosocial aspects of classroom environments. Thus, instructors may need to give attention to ways that they can adjust the classroom environment to help quiet students learn at their best.
ISSN:2637-8965
2637-8965