The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls’ learning skills in high schools.

当前的研究检验了教师和教室环境对女高中女童学习技能的影响。这项研究的主要目的是将课堂分析为一个重要的学术和学习场所，在该场所中，师生之间以及同伴之间的互动性质会对学生的学习技能产生重大影响。这项研究涵盖了来自巴基斯坦古杰拉特地区四所中学（两所政府和两所私立学校）的271名女学生。采用比例随机抽样技术从总体中抽取样本。进行了定量的断面调查方法。评估工具包括教师，教室和学习技能的八种不同的评估。研究结果表明，课堂环境与女学生的学习技能呈正相关。我们利用因变量和自变量的不同公式进行实验，充分利用我们的数据和使用结构方程模型（SEM）进行的其他分析，使我们能够更好地确定和量化课堂学习和女孩学习技能之间关系的因果关系。高中。