Students’ perceived learning in co-taught classes: a longitudinal within- and between-student study of classroom experiences

Abstract

This longitudinal study examined students’ perceived learning as a relational classroom experience in secondary co-taught classrooms. Drawing on three measurement occasions across one academic year, data from 731 students were analysed to determine whether perceived learning was associated with classroom-specific experiences and broader motivational beliefs. Cross-sectional correlations were first used as a descriptive step, followed by linear mixed-effects models that distinguished within-student changes from between-student differences while controlling for grade level and school. Perceived learning was positively associated with participation, social climate, and self-efficacy for learning, but the strongest and most consistent associations were found for social climate, followed by participation. Self-efficacy showed a weaker and more time-dependent pattern and was not associated with perceived learning at the between-student level. The findings suggest that students’ perceived learning in co-taught classrooms is relationally mediated, being more closely tied to classroom atmosphere, peer behaviour, participation, and support than to general self-efficacy beliefs.