Predictive Role of Classroom Learning Environment on the Academic Performance of Students in Mathematics in the Modern World in Isabela State University-Echague
DOI:
https://doi.org/10.65141/jessah.v2i1.n5Keywords:
Mathematics, Classroom Learning Environment, Mathematics in the Modern World, Instructor’s Support, Student InvolvementAbstract
A supportive and positive Classroom Learning Environment (CLE) creates the conditions for students to feel secure, motivated, and capable of achieving academic success. When a positive CLE is cultivated, mathematics learning thrives effectively. This study explored the predictive role of CLE on the mathematics performance of the freshman students in Isabela State University – Main Campus. The perception of the respondents on CLE was described using the instrument devised by Fraser et al. (1996). Using Pearson’s r correlation, the findings indicated that students perceived the classroom environment as positive, which correlated with improved mathematics performance, specifically in terms of student cohesion, investigation, task orientation, and cooperation. Regardless of sex, the respondents perceived a positive CLE to be evident inside the classroom. Finally, stepwise regression analysis revealed that instructor’s support and student involvement are the best predictors of performance in mathematics. It is recommended that the teachers provide mathematics learning tasks through group activities to allow students to learn from their peers and eventually promote a positive learning environment.
References
Bautista, J. (2023, December 6). PH students still among lowest scorers in reading, math, science – PISA. Philippine Daily Inquirer. https://newsinfo.inquirer.net/1871182/ph-students-still-among-lowest-scorers-in-reading-math-science-pisa
Blad, E. (2017). When school doesn’t seem fair, students may suffer lasting effects. Education Week.
Faridizad, A. (2015). Exploring the relationship between learners’ gender differences and communication apprehension considering the class participation in Iranian EFL context. International Letters of Social and Humanistic Sciences.
Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument [Paper presentation]. Annual Meeting of the American Educational Research Association, New York, NY.
Fung, F., Tan, C., & Chen, G. (2018). Student engagement and mathematics achievement: Unravelling main and interactive effects. Psychology in the Schools, 55(7).
Kinzie, M., & Joseph, D. (2016). Gender differences in game activity preferences of middle school children: Implications for educational game design. Educational Technology Research and Development, 56(5).
Koul, R. B., McLure, F., & Fraser, B. (2021). Gender differences in classroom emotional climate and attitudes among students undertaking integrated STEM projects: A Rasch analysis. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1981852
Lei, H., Cui, Y., & Chiu, M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02288
Prieur, J. (2022). 13 ways to create a positive learning environment in your classroom. Prodigy Education. https://www.prodigygame.com/main-en/blog/positive-learning-environment/
Ramos, A., Escorza, Y., & Diaz, B. (2017). Academic performance and family cohesion in a private junior school in the US. World Journal of Education, 7(5).
Riaz, H. M., & Asad, A. R. (2018). Effect of classroom learning environment on students’ academic achievement in mathematics at secondary level. Bulletin of Education and Research, 40(2), 207–218. https://files.eric.ed.gov/fulltext/EJ1209817.pdf
Sabanal, D., Gako, M., Dela Torre, H., Sabanal, J., So, R. B., Bacal, J. B., Corgio, L. D., Laroga, J. F., Camallere, C., Pagador, M. J., Barino, R. J., Mameng, K., Go, M., & Goles, N. (2024). Predictive model for college students’ performance in higher mathematics. Social Sciences & Humanities Open, 10, 101134. https://doi.org/10.1016/j.ssaho.2024.101134
Sharma, G. (2016). Teacher support as determinant of academic achievement. The Journal of Educational Research.
Sithole, N. (2017). Promoting a positive learning environment: School setting investigation [Master’s thesis, University of Africa]. Semantic Scholar. https://www.semanticscholar.org/paper/Promoting-a-positive-learning-environment-%3A-school-Sithole/1270d9be997e8231e3c1545bf82c81a442499218
Yueping, S. (2023). The relationship between students' mathematics learning environment, attitude and achievement: A mediation model. Frontiers in Educational Research, 6(12), 7–14. https://doi.org/10.25236/FER.2023.061202
Zysberg, L., & Schwabsky, N. (2020). School climate, academic self-efficacy and student achievement. Educational Psychology, 41(4), 467–482. https://doi.org/10.1080/01443410.2020.1813690
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Isabela State University Linker: Journal of Education, Social Sciences and Allied Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
