Abstract

The world of academics is continually redefining its standards for beneficial teaching techniques and adequate forms of classroom environments for promulgating maximum achievement from students. This research expands on previous ideas pertaining to the effects of classroom environment and student achievement by including teacher dress/appearance as a possible variable. The researcher hypothesized that individual success of participants taking achievement- oriented examinations can be influenced by the physical appearance of the researcher (dress). Participants perform better in an environment in which the researcher is formally dressed (shirt and tie), while participants perform worse in an environment in which the research is informally dressed (jeans and a t-shirt). Participants were given a short questionnaire pertaining to college freshman level English, science, math and literature in both conditions and the number of incorrect questions were recorded and later analyzed. This research was conducted using a between-subjects design analyzed statistically by an independent samples t-test.

Recommended Citation

Holley, Ryan (2010) "Classroom Environment: An Analysis of Researcher Dress and Academic Achievement," Undergraduate Psychology Research Methods Journal: Vol. 1: Iss. 11, Article 3.
Available at: https://digitalcommons.lindenwood.edu/psych_journals/vol1/iss11/3