The Effect of Student-Teacher Interaction through Social Media on Class Climate By: Abdullah Alonaizi

 Ambrose et al. (2010) define it as the intellectual, social, emotional, and physical environments in which our students learn. Climate is determined by a constellation of interacting factors that include: 1.faculty-student interaction, 2.the tone instructors set, 3.instances of stereotyping or tokenism, 4.the course demographics (for example, relative size of racial and other social groups enrolled in the course), 5.student-student interaction, and 6.the range of perspectives represented in the course content and materials. Classroom Climate Definition:

 Cohen, Mccabe, Michelli, and Pickeral (2009) state that there is no universally agreement upon the definition of school climate.  They suggest that school climate refers to the quality and character of school life.  They found that four major areas clearly shape school climate: 1.Safety: 1.Physical 2.Social-emotional 2.Relationships: 1.Respect for diversity 2.School community & collaboration 3.Morale and “connectedness” 3.teaching and learning: 1.Quality of instruction 2.Social, emotional and ethical learning 3.Professional development 4.Leadership 4.the external environment Classroom Climate Definition:

1.How does the interaction between students and teachers through social media affect classroom climate? 2.How do students perceive the use of social media for educational purposes? 3.How do teachers perceive the use of social media for educational practices? Research Questions

The study will use a mixed method by using the quantitative and qualitative research approaches.

 My sample will be Kuwaiti High school students and teachers.  Gender?  Sample Size?  Students: 175 – 200  Teachers: 8 Methodology (Sample)

 Only for Students  Descriptive Information  Gender,  Specialization,  School GPA, and  What kinds of social media do they use  Istrument:  Student Personal Perception of Classroom Climate (SPPCC) (Rowe, Kim, Baker, Kamphaus, and Horne; 2010). Methodology (Quantitative)

Scale Item Teacher Academic Support (4 items) (TS1) My teacher cares about how much I learn (TS2) My teacher likes to see my work (TS3) My teacher likes to help me learn Methodology (Quantitative)

Scale Item Teacher Personal Support (4 items) (TS5) My teacher really cares about me (TS6) My teacher thinks it is important to be my friend (TS7) My teacher likes me as much as he/she likes other students (TS8) My teacher cares about my feelings Methodology (Quantitative)

Scale Item Peer Academic Support (4 items) (PS1) The kids in my class want me to do my best schoolwork (PS2) The kids in my class like to help me learn (PS3) The kids in this class care about how much I learn (PS4) The kids in this class want me to come to class everyday Methodology (Quantitative)

Scale Item Peer Personal Support (4 items) (PS5) In this class, other students think it is important to be my friend (PS6) In this class, other students like me the way I am (PS7) In this class, other students care about my feelings (PS8) In this class, other students really care about me Methodology (Quantitative)

Scale Item Academic Competence (4 items) (AC1) I am very good at my school work (AC2) I am smart enough to do my school work (AC3) I do very well at my school work (AC4) I can figure out the answers to school work Methodology (Quantitative)

Scale Item Satisfaction (6 items) (SA1) I look forward to going to school (SA2) I like being in school (SA3) School is interesting (SA4) I wish I didn’t have to go to school (SA5) There are many things about school that I like (SA6) I enjoy school activities Methodology (Quantitative)

 Research Design (Experimental): 1.Giving the students the questionnaire (1 st time). 2.Introducing Social Media communication.  Period?  2 to 4 weeks. 3.Giving the students the questionnaire ( 2 nd time). 4.Statistical analysis: one-way ANOVA Methodology (Quantitative)

 After the experimental study, students and teachers will be asked to be interviewed for about 30 minutes.  The interview’s main questions will be derived from the findings in the quantitative section. Methodology (Qualitative)

A suggested interview protocol:  How long have you been using social media?  Why do you think people use social media?  What kind of social media do you use? Why?  What are the advantages / disadvantages of using social media in general?  Can you imagine yourself living without social media?  If yes, for how long? Why  If no, why?  Do you think social media should be used in the educational settings? If yes, How?  Have you had an experience with using social media in education before?  What do you think of your experience of contacting your teacher/students out of the classroom through social media?  Based on your experience in the study, what are the advantages / disadvantages of using social media?  What are the advantages / disadvantages of using social media in education in general?  What is better, using social media in formal educational settings or in non-formal settings? Why?  After going through this experience, what do you think of teachers/ students who communicate with their students/teachers through social media?  What restrictions do you suggest for those who communicate with their teacher/students through social media? Methodology (Qualitative)

 Analysis: 1.Interview will be transcribed, 2.The text will be divided into segments of information and ideas will be labeled with codes, 3.These codes will be studied to create general themes that are shared by multiple interviewees. Methodology (Qualitative)

 Based on the findings from the quantitative and qualitative sections, the study’s results will be derived to identify the relation between students-teacher communication through social media and its effects on class climate. Results