The influence of classroom climate on consumer science learning in high schools: A case study of Hhohho region, Eswatini

Abstract

This study investigated the influence of classroom climate on student learning outcomes in consumer science education in Eswatini. Given the extensive consumer science curriculum, it was hypothesised that teachers might face challenges in establishing a conducive learning environment. The objectives of the study were to determine the ways in which teachers make the subject matter interesting, as well as to assess teachers’ warmth, closeness, and positivity. A mixed-methods research design was employed, incorporating both qualitative and quantitative data collection. Fifty consumer science teachers completed questionnaires, while ten focus groups of students were interviewed. Schools were selected using a systematic random sampling procedure. The findings revealed that effective consumer science teachers actively create a positive classroom climate. This involves implementing engaging teaching strategies, utilising effective evaluation methods, and fostering a motivating learning environment. Additionally, teachers demonstrated warmth, closeness, and positivity towards their students, contributing to a favourable learning atmosphere. It was concluded that establishing a positive classroom climate is crucial for enhancing student engagement and learning in consumer science. The Eswatini Association of Teachers is recommended to organise workshops that equip consumer science educators with strategies for creating and maintaining effective classroom environments.