| S. No. | Item | Opinion | Responses | Mean | ||
|
| Frequency | % |
| |||
| 1. | According to the student’s perspective, the classroom environment is fair; students believe it is acceptable to say “I don’t know” or “I need help”; students feel heard, there is a high degree of trust, and they are aware that the objective of the class is to learn and grow. | SD | - | - | 5.25 | |
| GD | - | - | ||||
| PD | - | - | ||||
| PA | 2 | 8.3 | ||||
| GA | 14 | 58.3 | ||||
| SA | 8 | 33.3 | ||||
| 2. | Less speech about learning and more dialogue about learning rule the classrooms. | SD | - | - | 6.16 | |
| GD | 1 | 4.2 | ||||
| PD | 3 | 12.5 | ||||
| PA | 5 | 20.8 | ||||
| GA | 9 | 37.5 | ||||
| SA | 12 | 25 | ||||
| 3. | Questions from students outnumber those from teachers in the classrooms. | SD | 1 | 4.1 | 3.79 | |
| GD | 6 | 25 | ||||
| PD | 4 | 16.7 | ||||
| PA | 3 | 12.5 | ||||
| GA | 6 | 25 | ||||
| SA | 4 | 16.7 | ||||
| 4. | Students’ talking, listening, and doing are balanced, just as Professors’ talking, listening, and doing are all balanced. | SD | - | - | 5.04 | |
| GD | - | - | ||||
| PD | 2 | 8.3 | ||||
| PA | 4 | 16.7 | ||||
| GA | 9 | 37.5 | ||||
| SA | 9 | 37.5 | ||||
| 5. | The balance between superficial, deep, and conceptual comprehension included in the instructional intentions is known to both teachers and students. | SD | - | - | 4.75 | |
| GD | 1 | 4.2 | ||||
| PD | 1 | 4.1 | ||||
| PA | 5 | 20.8 | ||||
| GA | 13 | 54.2 | ||||
| SA | 4 | 16.7 | ||||
| 6. | Peer pressure is successfully utilized by teachers and students to advance learning. | SD | - | - | 5.33 | |
| GD | - | - | ||||
| PD | 1 | 4.1 | ||||
| PA | - | - | ||||
| GA | 13 | 54.2 | ||||
| SA | 10 | 41.7 | ||||
| 7. | Labelling of pupils is uncommon both inside the university and in each class. | SD | 1 | 4.2 | 4.45 | |
| GD | - | - | ||||
| PD | 3 | 12.5 | ||||
| PA | 8 | 33.3 | ||||
| GA | 6 | 25 | ||||
| SA | 6 | 25 | ||||
| 8. | All pupils are held to high standards by teachers, who continually look for data to support and raise these standards. Every student should be allowed to realize their full potential, according to the school. | SD | - | - | 5.00 | |
| GD | - | - | ||||
| PD | 2 | 8.3 | ||||
| PA | 4 | 16.7 | ||||
| GA | 10 | 41.7 | ||||
| SA | 8 | 33.3 | ||||
| 9. | In terms of what they are currently studying, students have high expectations for themselves. | SD | - | - | 4.91 | |
| GD | - | - | ||||
| PD | 1 | 4.2 | ||||
| PA | 5 | 20.8 | ||||
| GA | 13 | 54.2 | ||||
| SA | 5 | 20.8 | ||||
| 10. | As a last phase in the lesson planning process, teachers select the instructional strategies and assess their influence on pupils. | SD | - | - | 4.58 | |
| GD | 2 | 8.3 | ||||
| PD | 1 | 4.2 | ||||
| PA | 5 | 20.8 | ||||
| GA | 13 | 54.2 | ||||
| SA | 3 | 12.5 | ||||
| 11. | Teachers consider their primary responsibility as being learning facilitators and evaluators. | SD | 1 | 4.1 | 5.04 | |
| GD | 1 | 4.2 | ||||
| PD | - | - | ||||
| PA | 2 | 8.3 | ||||
| GA | 10 | 41.7 | ||||
| SA | 10 | 41.7 | ||||