Comparison of Students’ and Teachers' Perceptions of the Psychosocial Learning Environment in Mathematics Classrooms
DOI:
https://doi.org/10.55737/rl.2025.44162Keywords:
Psychosocial Learning Environment, Mathematics Classroom, Student Perceptions, Teacher Perceptions, WIHIC, Classroom Climate, Secondary EducationAbstract
The research paper has investigated the perceptions of Grade 10 students and mathematics teachers with the psychosocial learning environment in mathematics classrooms and contrasted the two data sets to find instances of convergences and divergences. A quantitative, descriptive-comparative research design was adopted whereby 2,400 students and 120 mathematics instructors in 12 public secondary schools in District Gujranwala in Pakistan were used. The adapted version of the What Is Happening in This Class? was used to collect the data. Questionnaire: (WIHIC) measured six dimensions: Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity. Results obtained have showed that students and teachers have a positive perception of the classroom environment in all dimensions, with teachers having a higher perception in all dimensions especially the Teacher Support, Involvement and Equity. Although students reported moderate engagement, other areas like student involvement and perceived equity showed that there were slight discrepancies in how teachers intended to do something, and how students experienced it. The research points to the relevance of integrating classroom practice with the students’ views, reinforcing the active learning strategies, as well as a supportive and equitable psychosocial environment, to improve the engagement and student performance in mathematics.
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