Predicting the Achievement of the Grade 9th Lower Secondary School Students towards Mathematics from Their Perceptions of the Classroom Learning Environment

Abstract

As part of a survey study on the relationship between students’ perceptions of the learning environment of mathematics classroom and their attitudes as well as self-esteem towards mathematics, the mathematics achievement was investigated. It examines data from 487 grade 9^th students in Vietnamese lower secondary schools to identify how students’ perceptions of the learning environment variables, and the extent to which these predict the mathematics achievement. Results indicate that if students were satisfied with mathematics learning, and if they found their mathematics class as cohesive, then their self-esteem and attitudes towards mathematics would be positive. In contrast, if students perceived mathematics as difficult, and if they perceived the learning atmosphere as competitive, then their self-esteem and attitudes towards mathematics would be negative. This paper furthers that analysis by investigating students’ mathematics achievement. Results indicate that students’ perceptions of the classroom environment are similar for males and females. Results also show that when students perceive the environment as relatively more cohesive and satisfied they tend to have higher mathematics achievement. In contrast, when students perceive the learning as relatively more competitive and difficult they tend to have lower mathematics achievement.