Exploring the Relationship between Classroom Arrangement and Students’ Performance in Cambodian Higher Education: The Role of Self-Regulation
DOI:
https://doi.org/10.60072/ijeissah.2025.v4i01.002Abstract
This study investigates the impact of classroom arrangement on students’ academic performance in Cambodian higher education, with particular emphasis on the mediating role of self-regulation. A quantitative approach was adopted, using data collected from 320 university lecturers through a structured questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test the proposed model. The findings reveal that classroom arrangement plays a significant role in shaping students’ self-regulation and academic performance. Moreover, self-regulation not only contributes directly to students’ academic success but also mediates the relationship between classroom arrangement and students’ performance. These results highlight the importance of both classroom arrangement and students’ self-regulatory abilities in achieving positive educational outcomes. The study suggests that universities should prioritize effective classroom design and implement strategies that strengthen self-regulation to enhance overall learning achievement.
Keywords:
Cambodian Universities, Classroom Arrangement, Mediating Effect, Physical Learning Space, Students’ PerformanceReferences
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