The Effect of Student Perceptions of Teacher-Student Relationships and Classroom Emotional Climate on STEM Education

Abstract

This two-stage mixed-methods study carried out in a private primary school in Perth, Western Australia investigated children’s perceptions of their Classroom Emotional Climate and their interactions with their teacher. Key findings indicated that Student Freedom, Peer Collaboration, Problem Solving, Communication and Time all impact students’ perceptions of their attitude towards STEM education. Additionally, the respondents outlined their perceived preferred perceptions of Hands-On Learning, Physical Environments, Choice, Technology and Peer Collaboration within their STEM Learning Environments.