Classroom Support and Subjective Well-being Among Colleges of Education Students
Author: Opoku Boahen Edward, Samuel Oti-boateng & Isaac Amoako
Abstract: Classroom support has been hypothesized to facilitate academic achievement. Teachers and classmates play a critical role in facilitating adequate classroom support systems. The main aim of the study was to investigate the impact of classroom support on students’ subjective wellbeing within three Colleges of Education institutions in Ghana. A cross-sectional survey design was employed where three Colleges of Education institutions were selected for the study. Participants for this study were students who reported on the support they had received from both their teachers and classmates. A proportionate stratified sampling procedure was used to select 145 students from the three selected institutions. A multidimensional scale for measuring teacher and classmate support was used to solicit data from the participants. Data on the first objective were analyzed using descriptive statistics, specifically, mean and standard deviation whereas data on objective two were analyzed using simple linear regression. The findings of the study showed that teacher and peer support within the Colleges of Education institutions sampled were academic and social in nature. Further, findings also revealed that classroom support was a significant predictor of students’ subjective wellbeing. The study recommends that the College of Education tutors should maintain the attitude of rendering academic and social support to students for the purposes of scaffolding students’ development.