The effect of positive mood induction and high room density in reading comprehension

• Main Authors: Carino, John Mark, Relevo, Rochelle Anne
• Format: text
• Language: English
• Published: Animo Repository 2012
• Subjects: Classroom environment; Classroom management; Classrooms; Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/5126
• Institution: De La Salle University

Space allotted for every student in classroom has been a concerned issue of educational management across countries and through the years. Ample amount of space for each student in classrooms is important to foster quality learning. However, the increase of human population also triggered an increased of students in school and universities. Previous studies have been shown that high classroom density negatively affects students' learning. The most known effective solution to this issue is to reduce the number of students per room. This is too expensive because it requires new facilities and hiring additional teachers to practically accommodate all students.The study aimed to know if the induction of positive mood could counter the negative effects of high classroom density or improve students' learning. One hundred twenty-six students were studied in a quasi-experiment and placed in high room density and low room density conditions. A video based positive mood induction was used to increase participants' positive mood and reading comprehension tests were used to measure participants learning. It was found out that high room density condition does not affect performance. On the other hand, low room density condition with positive mood induction showed a significant result of improved scores in reading comprehension tests. There was also a significant interaction effect among the three variables density, mood, and learning.