Perceived Learning in Co-Taught Secondary Classrooms: Longitudinal Associations with Participation and Social Climate

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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Perceived Learning in Co-Taught Secondary Classrooms: Longitudinal Associations with Participation and Social Climate

Ibane Kapelastegi, Ainara Imaz Agirre

ABSTRACT:

Co-teaching is increasingly promoted as an inclusive practice intended to support students’ learning and participation in diverse classrooms. However, few studies have examined how within-student changes in participation and social climate relate to perceived learning over time in co-taught classrooms. This quantitative longitudinal study examined these associations across the 2024-2025 academic year. The sample included 731 students from Grades 7–10 enrolled in four secondary schools in the Basque Country (northern Spain) where co-teaching was implemented during the school year. Students completed questionnaires at three measurement occasions: beginning, middle and end of the school year. Pearson correlations examined associations at each measurement occasion. Linear mixed-effects models were then applied to disentangle within-student (time-varying) associations from stable between-student differences, while controlling for grade level and school. Results indicated that both participation and social climate were positively associated with perceived learning across the school year. Social climate emerged as the strongest and most consistent predictor, suggesting that co-teaching may operate partly through relational classroom conditions.. Participation also showed positive associations with learning, although its within-student association appeared to weaken slightly by the end of the year. Grade level was negatively associated with perceived learning, whereas school differences were not significant. Overall, findings suggest that students’ perceived learning in co-taught classrooms is closely linked to the quality of the classroom social environment and to opportunities for active participation. These results highlight the importance of relational and participatory dimensions when designing and evaluating co-teaching practices.

Keywords: Classroom Environment; Inclusive Education; Learner Experiences; Mixed-Effects Models; Student Perceptions