Perceived Psychosocial Learning Environment in Mathematics Classrooms: A Student Perspective
DOI:
https://doi.org/10.55737/trt/FL25.187Keywords:
Psychosocial Learning Environment, Mathematics Classroom, Student Perceptions, Gender Differences, WIHICAbstract
The current research explored the perception of the psychosocial learning environment among the students in the mathematics classrooms in secondary schools, and this research question specifically looked at whether there were gender differences in the perception of psychosocial learning environment. The quantitative and descriptive-comparative design was used, and the sample of 550 Grade 10 students ( 275 males and 275 females) in District Gujranwala public schools was used. The WIHIC (What Is Happening in This Class) questionnaire was modified to assess six dimensions of psychosocial environment, which were Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation, and Equity. The analysis of the data with the help of the descriptive statistics and independent samples t-tests showed that the overall perceptions of the students were even higher than it was perceived at the moderate level, and the greatest ratings were given to the Task Orientation and Student Cohesiveness. Gender comparisons revealed that female students had better perceptions on most dimensions especially on Cooperation, Task Orientation and Equity, and no significant difference between genders appeared with regards to Involvement. The research emphasizes the need to have a well-planned, interactive, and balanced classroom setting, and also to take into account gender views in order to increase learning and engagement levels of the students in mathematics.
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