Perceived Psychosocial Classroom Learning Environment and Academic Achievement in Mathematics among Secondary School Students in Greater Mbarara Region

Abstract

This study examined the influence of the perceived psychosocial classroom learning environment on academic achievement in mathematics. A longitudinal mixed-methods design was employed involving 448 Senior Three students, 23 mathematics teachers, and 8 head teachers from eight secondary schools in the Greater Mbarara region of Uganda. Quantitative data were collected using the What Is Happening In this Classroom (WIHIC) questionnaire and Activity of Integration (AOI) mathematics tasks administered at pre-test and post-test over eight weeks. Data were collected at baseline and endline and analysed using statistical tests. Qualitative data were obtained through interviews and focus group discussions. Descriptive statistics, paired-sample t-tests, correlation, and multiple regression analyses were conducted using IBM SPSS Statistics. At the same time, mediation was tested using regression-based approaches and confirmed using Med-Graph path analysis. Results indicated that changes in the psychosocial classroom environment had a statistically significant but modest effect on mathematics achievement, explaining 4.2% of the variance (R² = .042, p < .01). Among the classroom environment dimensions, task orientation (β = .124, p < .05) and equity (β = .122, p < .05) were significant predictors of academic achievement. Qualitative findings revealed that while supportive teacher-student relationships and collaborative practices enhanced engagement, structural constraints such as large class sizes, limited instructional time, and learner anxiety reduced their impact on performance. The study concludes that improving mathematics achievement requires not only supportive classroom environments but also structured, goal-oriented instruction and equitable learning opportunities.