Abstract
The purpose of this study was to examine junior high school students’ learner motivation and achievement affected by the classroom environment they belonged to. 341 junior-high students’ data had been collected for 3 years was statistically analyzed. The researcher made 2 groups of students according to their classroom environments: the “good” classroom group consisted of students who belonged to well-managed classrooms during grade 7 and 8, and the “no-good” group had the remaining students. Next, the researcher compared the data of these 2 groups at the time of June of their third year (grade 9) regarding the students’ learner motivation scores and achievement test deviation scores. The t-test results showed that the “good” group scored significantly higher in terms of learner motivation and achievement as well.
