The influence of classroom psychosocial learning environment towards students' motivation in learning Mathematics in secondary schools
This study examined the relationships between classroom psychosocial learning environment and students’ motivation in learning mathematics for secondary school students. It also examined the influence of the two classroom psychosocial factors: student-teacher relationship and peer interaction toward...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2017
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| Online Access: | https://eprints.ums.edu.my/id/eprint/38984/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/38984/2/FULLTEXT.pdf |
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| Summary: | This study examined the relationships between classroom psychosocial learning environment and students’ motivation in learning mathematics for secondary school students. It also examined the influence of the two classroom psychosocial factors: student-teacher relationship and peer interaction towards students’ motivation in learning mathematics. A modified version of “What Is Happening in This Class” questionnaire (WIHIC) (Fraser, 1998) was used to measure the classroom psychosocial learning environment and Mathematics Effectance Motivation scale (Fennema and Sherman, 1976) was used to assess motivation. A sample of 443 Form Four students from five public secondary schools in Kota Kinabalu district were involved in this study. Relationships between the two classroom psychosocial learning environment factors and students’ motivation were examined using Pearson’s correlation and multiple regression analyses. The results of the analysis revealed correlation between student-teacher relationship and motivation (r = 0.404, p<0.05) and peer interaction and motivation (r = 0.259, p<0.05). The regression analyses also indicated that there was a significant influence of student-teacher relationship on students’ motivation in learning mathematics. Student-teacher relationship was the unique predictor for students’ motivation. |
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