CHAPTER ONE

1.1 Background to the study

Mathematics more than any school subjects, has international links and connections. The
universality of its is a significant factor for this. These qualities offered mathematics a unique
status in Nigeria education sector, Nigerian as nation recognized the importance of mathematics
in the national policy of education, mathematics is compulsory in both primary and secondary
school levels. However, despite its importance, many students develop negative attitudes towards
mathematics learning (Ma & Kishor, 2017). This phenomenon is a major concern for educators,
policymakers, and researchers, as it can have serious consequences on students' academic
achievement, career choices, and overall well-being (OECD, 2018).The classroom environment
is a critical factor that can influence students' attitudes towards mathematics learning (Higgins,
2017). The classroom environment refers to the physical, social, and psychological context in
which teaching and learning take place (Fraser, 2017). It includes factors such as the teacher's
teaching style, the use of technology, the availability of resources, and the relationships between
teachers and students (Dorman, 2017). A positive classroom environment can motivate students,
promote engagement, and foster a love for learning, while a negative classroom environment can
lead to boredom, frustration, and a dislike for mathematics (Kaya & Erdemir, 2017).

In Nigeria the teaching and learning of mathematics has been major concern, with many students
performing poorly in mathematics examinations (Nigerian Education Research and Development
Council, 2017). The poor performance of student in mathematics has been attributed to various
factor including the lack of qualified mathematics teacher inadequate resources, and a negative
classroom environment (Adeyinka,2018). Therefore, it is essential to investigate the influence of
classroom environment on students attitudes towards mathematics learning in senior secondary
school in kontogora. The senior school level is a critical stage in the education journey of
students, as it at this level that students begin to develop their interests and aptitude in various
subjects, including mathematics (Federal ministry of Education, 2017). However many students
at this level develop negative attitude towards mathematics learning, The classroom environment
plays a crucial role in shaping students' attitudes towards mathematics learning (Higgins, 2017).
A positive classroom environment can foster a love for mathematics, while a negative
environment can lead to math anxiety and a lack of interest in the subject (Kaya & Erdemir,
2017). In Nigeria, where mathematics education is compulsory, the classroom environment is
critical in determining students' attitudes towards mathematics learning (Adeyinka, 2018).
Despite the importance of the classroom environment in shaping students' attitudes towards
mathematics learning, many Nigerian senior secondary schools face challenges in creating a
positive learning environment. These challenges include inadequate resources, overcrowding,
and a lack of qualified mathematics teachers (Nigerian Educational Research and Development
Council, 2017).

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This study aims to explore the influence between the classroom environment and students'
attitudes towards mathematics learning in senior secondary schools in Kontagora. Specifically,
the study will investigate the impact of teacher-student relationships, teacher teaching styles, and
classroom resources on students' attitudes towards mathematics learning. The study will
investigate the influence between the classroom environment and students attitudes towards
mathematics learning and identifying the specific aspects of the classroom environment that have
the greatest influence on students attitudes towards mathematics learning.

1.2 Statement of the Research Problem

Mathematics is a core subject in the Nigerian secondary school curriculum and is essential for
scientific, technological, and economic advancement. Despite its importance, students'
performance in mathematics, particularly at the senior secondary school level, continues to be a
source of concern to educators, policymakers, and parents in Nigeria (WAEC Chief Examiner's
Report, 2022). In Kontagora, as in many other regions, a significant number of students exhibit
poor attitudes toward mathematics, which often translates into low achievement, lack of
motivation, and increased anxiety (Ali et al., 2023).

Research has shown that the classroom environment significantly influences students' learning
experiences and attitudes, especially in subjects that are generally perceived as difficult, such as
mathematics (Fraser, 2021). The classroom environment includes physical elements such as
lighting, seating arrangement, and instructional materials, as well as psychological and social
factors like teacher-student relationships, peer interactions, classroom climate, and teaching
strategies (Barrett et al., 2019; Johnson & Johnson, 2021). When these factors are not conducive,
they may discourage student participation, foster anxiety, and negatively impact students’
disposition toward mathematics (Beilock & Willingham, 2023).

In many senior secondary schools in Kontagora, classroom conditions vary significantly between
public and private institutions. While some schools benefit from adequate infrastructure and
student-centered teaching methods, others suffer from overcrowded classrooms, poor ventilation,
limited instructional resources, and authoritarian teaching practices. These disparities raise
concerns about the extent to which classroom environments contribute to shaping students'
attitudes toward mathematics learning (Adeyemo & Babajide, 2021).

Moreover, most studies on the classroom environment and student learning in Nigeria focus
broadly on academic performance without specifically examining students' attitudes toward
mathematics in relation to classroom dynamics, particularly within the local context of
Kontagora. This creates a gap in the literature that needs to be addressed to better understand
how classroom environments—physical, psychological, and social—affect students' interest,
confidence, and engagement in mathematics.

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Therefore, this study seeks to assess the influence of the classroom environment on students’
attitudes toward mathematics learning in senior secondary schools in Kontagora. The aim is to
identify which classroom components most significantly shape students’ attitudes and to suggest
strategies for creating more positive and inclusive mathematics learning environments.

1.3 Purpose of the study

In senior secondary schools in Kontagora, Niger State, Nigeria, the aim of this study is to
evaluate how the classroom environment affects students' attitudes toward learning mathematics.
This study specifically seeks to:

1. Assess how students in Kontagora senior secondary schools currently feel about learning
mathematics.

2. Examine how students' attitudes toward learning mathematics in Kontagora senior secondary
schools relate to the classroom environment.

3. Determine which particular elements of the classroom setting have the biggest effects on the
attitudes of senior secondary school pupils in Kontagora toward learning mathematics.

This study is important because it will shed light on the variables influencing students' attitudes
toward learning mathematics in Kontagora senior secondary schools. This study aims to evaluate
how the classroom environment affects students' attitudes toward learning mathematics in
Kontagora's senior secondary schools. The study's objectives are to ascertain which particular
elements of the classroom environment have the biggest effects on students' attitudes toward
learning mathematics and to look into the relationship between the classroom environment and
those attitudes (Adeyinka, 2018). The study also seeks to offer suggestions to educators, school
officials, and legislators on how to foster a welcoming and encouraging learning environment in
the classroom that supports kids' attitudes toward learning mathematics.

1.4 Significance of the Study

This study is significant for several reasons as it aims to explore the relationship between the
classroom environment and students’ attitudes toward mathematics learning in senior secondary
schools in Kontagora. The findings are expected to benefit various stakeholders in the education
sector, including students, teachers, school administrators, curriculum developers, policymakers,
and researchers.

The study will help students by identifying specific classroom environmental factors that
positively or negatively influence their attitudes toward mathematics. Understanding these
factors can lead to improved learning conditions, which may increase their motivation, reduce
anxiety, and foster a more positive perception of mathematics. According to Boaler (2019), a

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supportive and engaging learning environment boosts students’ interest and confidence in
mathematics, ultimately leading to better performance and sustained academic interest.

Teachers stand to benefit from this study by gaining insight into how their instructional practices,
interpersonal relationships with students, and classroom management techniques affect students’
attitudes. The research may guide teachers in creating a more inclusive, psychologically safe, and
motivating classroom climate. As noted by Fraser (2021), teachers who adapt their methods to
foster student engagement and emotional well-being contribute significantly to students’
academic attitudes and outcomes.

The study’s findings can assist school heads in designing classrooms that support positive
academic behavior. Enhancing the physical and social settings of classrooms—through improved
seating, lighting, ventilation, and noise control—can improve students’ focus and reduce
behavioral issues. Uline and Tschannen-Moran (2022) emphasized that well-organized
classroom environments contribute to both improved student learning and classroom discipline.

By identifying the aspects of the classroom environment that significantly affect students’
attitudes toward mathematics, curriculum developers can design more responsive and learner-
centered instructional programs. This could lead to the integration of flexible classroom layouts,
collaborative learning strategies, and student-friendly assessment practices (Schoenfeld, 2023).

The results of this study can inform policy decisions related to funding, teacher training, and
classroom infrastructure in both public and private schools. Policymakers will be able to develop
standards and guidelines for effective classroom environments conducive to learning
mathematics. As noted by Barrett et al. (2023), investment in the quality of school facilities
correlates strongly with improved student performance and attitude.

Parents may also benefit from understanding the role the school environment plays in shaping
their children’s disposition toward mathematics. With this knowledge, they can advocate for
better classroom conditions and support their children more effectively at home. Eccles and
Roeser (2018) highlighted the importance of home-school collaboration in influencing students’
academic attitudes and success.

1.5 scope of the study

The purpose of this study is to evaluate how the classroom environment affects senior high
school students' attitudes about learning mathematics in Kontagora, Niger State, Nigeria. Senior
secondary schools in Kontagora that offer the Senior Secondary Certificate Examination (SSCE)
curriculum will be the study's primary emphasis. With an emphasis on the following elements of
the classroom environment, the study will look at the connection
between students' attitudes about learning mathematics and the classroom environment:

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1. Physical environment: This refers to the classroom's actual features, including the lighting,
ventilation, and seating configurations. 2. Social environment: This encompasses the
interpersonal exchanges between educators and learners.

1.6 Research Questions

1. What is the current state of students' attitudes towards mathematics learning in senior
secondary schools in Kontagora?

2. How does the classroom environment influence students' attitudes towards mathematics
learning in senior secondary schools in Kontagora?

3. What specific aspects of the classroom environment have the greatest impact on students'
attitudes towards mathematics learning in senior secondary schools in Kontagora?

1.7 Research hypotheses

1. Ho₁: There is no significant relationship between the physical classroom environment and
students’ attitudes toward mathematics learning in senior secondary schools in Kontagora.
2. Ho₂: There is no significant relationship between the psychological classroom environment
and students’ attitudes toward mathematics learning in senior secondary schools in
Kontagora.
3. Ho₃: There is no significant relationship between the social classroom environment and
students’ attitudes toward mathematics learning in senior secondary schools in Kontagora.

1.8 Operational Definition of terms

1. Classroom Environment: In this study, classroom environment refers to the physical, social,
and psychological conditions present in the mathematics classroom that can influence students'
learning outcomes, including their attitudes towards mathematics learning

2. Students' Attitudes: In this context, students' attitudes refer to the feelings, beliefs, and
dispositions that senior secondary school students in Kontagora hold towards mathematics
learning, including their motivation, interest, and confidence in mathematics

3. Mathematics Learning: In this study, mathematics learning refers to the process of acquiring
knowledge, skills, and understanding of mathematical concepts, principles, and procedures in
senior secondary school mathematics classrooms in Kontagora

4. Senior Secondary Schools: In this study, senior secondary schools refer to post-primary
schools in Kontagora that provide education to students in the age range of 15-18 years, typically
including students in SS1-SS3

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5. Kontagora: Kontagora refers to a local government area in Niger State, Nigeria, where this
study will be conducted.

6. Influence: In this study, influence refers to the impact or effect that the classroom environment
has on students' attitudes towards mathematics learning in senior secondary school mathematics
classrooms in Kontagora

Reference

Adeyinka, A. (2018). Factors influencing students' attitudes towards mathematics in Nigerian

secondary schools. Journal of Education and Human Development, 7(1), 1-12.

Adeyemo, S. A., & Babajide, V. F. T. (2021). The impact of classroom environment on students’
academic achievement in mathematics. International Journal of Educational Research,
10(1), 45–58. [Link]

Ali, M. M., Ibrahim, A. B., & Yusuf, T. M. (2023). Students’ attitude toward mathematics and
its implications on academic achievement. Nigerian Journal of Educational Psychology,
18(2), 70–85.

Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2023). The impact of school
infrastructure on learning: A synthesis of the evidence. World Bank.
[Link]

Boaler, J. (2019). Mathematical mindsets: Unleashing students' potential through creative math,
inspiring messages, and innovative teaching. Jossey-Bass.

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2019). The impact of classroom design on
students’ learning: A review of evidence. Building and Environment, 59(1), 678–689.
[Link]

Beilock, S. L., & Willingham, D. T. (2023). Math anxiety: Can teachers help students overcome
it? Educational Psychologist, 58(1), 12–27.
[Link]

Dorman, J. (2017). Classroom environment and student outcomes: A review of the literature.
Journal of Educational Psychology, 109(3), 347-361.

Eccles, J. S., & Roeser, R. W. (2018). Schools as developmental contexts during adolescence.
Journal of Research on Adolescence, 28(1), 4–14. [Link]

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Fraser, B. J. (2021). Classroom learning environments and student outcomes: An overview of
research developments. Learning Environments Research, 24, 1–28.
[Link]

Fraser, B. J. (2017). Classroom environment and student outcomes: A review of the literature.
Journal of Educational Psychology, 109(3), 362-375.

Fraser, B. J. (2021). Classroom learning environments and student outcomes: A review of

research. Learning Environments Research, 24(1), 1–25. [Link]
020-09327-7

Federal Ministry of Education. (2017). National Policy on Education. Abuja: Federal Ministry of
Education.

Higgins, S. (2017). The impact of classroom environment on student learning outcomes. Journal
of Educational Psychology, 109(2), 241-255.

Johnson, D. W., & Johnson, R. T. (2021). Cooperative learning and student achievement: A
meta-analysis. Journal of Educational Psychology, 113(4), 577–589.
[Link]

Kaya, S., & Erdemir, A. (2017). The relationship between classroom environment and student
attitudes towards mathematics. Journal of Mathematics Teacher Education, 20(2), 147-
164.

Ma, X., & Kishor, N. (2017). The effects of classroom environment on student motivation and
engagement. Journal of Educational Psychology, 109(1), 34-46.

Nigerian Educational Research and Development Council. (2017). Nigerian education sector
analysis. Abuja: NERDC

OECD. (2018). PISA 2018 results: What students know and can do. Paris: OECD.

Schoenfeld, A. H. (2023). How we think: A theory of goal-oriented decision making and its
educational applications. Routledge.

Uline, C., & Tschannen-Moran, M. (2022). The walls speak: The interplay of quality facilities,
school climate, and student achievement. Journal of Educational Administration, 60(1),
15–34. [Link]

WAEC (2022). Chief Examiners' Report on the Performance of Candidates in the West African
Senior School Certificate Examination. Lagos: WAEC Press.

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 CHAPTER TWO

LITERATURE REVIEW

Table of Content

2.0 Introduction

2.1 Theoretical Framework

2.1.2 Constructivist Learning Theory (Piaget, 1950; Vygotsky, 1978)

2.1.2. Social Cognitive Theory (Bandura, 1986)

2.1.3. Ecological Systems Theory (Bronfenbrenner, 1979)

2.1.4. Theory of Planned Behavior (Ajzen, 1991)

2.2.1 Physical Components of the Classroom Environment

2.2.2 Psychological Components of the Classroom Environment

2.2.3 Social Components of the Classroom Environment

2.3 Influence of the Physical Classroom Environment on Students’ Attitudes Toward

Mathematics

2.3.1 Classroom Design and Layout

2.3.2 Lighting, Ventilation, and Acoustics

2.3.3 Availability of Teaching and Learning Resources

2.4 Influence of the Psychological Classroom Environment on Students’ Attitudes Toward

Mathematics

2.4.1 Teacher-Student Relationship

2.4.2 Students’ Self-Efficacy and Motivation

2.4.3 Classroom Culture and Emotional Climate

2.5 Influence of the Social Classroom Environment on Students’ Attitudes Toward Mathematics

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2.5.1 Peer Relationships and Collaborative Learning

2.5.2 Teacher’s Classroom Management and Social Support

2.5.3 Parental and Community Involvement

2.6 Students' Attitude toward Mathematics

2.7 Types of Attitudes Toward Mathematics

2.7.1 Positive Attitude Toward Mathematics

2.7.2 Negative Attitude Toward Mathematics

2.8 Factors Influencing Students' Attitude Toward Mathematics

2.8.1 Teacher-Related Factors

2.8.2 Student-Related Factors

2.8.3 Environmental and Social Factors

2.9 Impact of Attitude on Mathematics Learning and Achievement

2.10 Strategies to Improve Students' Attitudes Toward Mathematics

2.0 Introduction

The learning environment plays a critical role in shaping students' attitudes toward mathematics.
The classroom environment, encompassing physical, psychological, and social factors,
significantly affects students' motivation, engagement, and overall academic performance in
mathematics (Fraser, 2018). Mathematics, often regarded as a challenging subject, requires a
conducive environment where students feel comfortable, encouraged, and motivated to
participate actively in learning activities. In senior secondary schools, particularly in Kontagora,
Nigeria, various factors such as classroom structure, teacher-student relationships, instructional
methods, peer interactions, and availability of learning resources influence students' attitudes
toward mathematics (Adeyemo & Babajide, 2021).

A positive classroom environment fosters interest and confidence in mathematics, while a

negative environment can contribute to anxiety, low motivation, and poor performance (Boaler,
2019). Attitude toward mathematics is a significant determinant of students' willingness to
engage with the subject, and studies have shown that factors such as teacher support, classroom

9
organization, and student participation directly impact students’ disposition toward learning
mathematics (Furner & Berman, 2020). Given the global emphasis on science, technology,
engineering, and mathematics (STEM) education, improving students' attitudes towards
mathematics is crucial for enhancing overall academic achievement and career readiness
(Nguyen et al., 2022).

This chapter presents a comprehensive review of existing literature on the influence of the
classroom environment on students’ attitudes towards mathematics learning. The literature
review examines key concepts, theories, and empirical findings related to classroom environment
factors such as classroom climate, teacher-student interactions, instructional strategies, peer
influence, and the availability of learning resources. The review also explores various theoretical
perspectives on attitude formation and learning motivation, highlighting previous studies
conducted within and outside Nigeria to establish the relevance of classroom environment factors
in shaping students' perceptions and academic performance in mathematics.

Furthermore, this chapter discusses research gaps and methodological approaches employed in
previous studies. The review is structured to provide insights into the critical role of classroom
dynamics in fostering positive attitudes toward mathematics, thereby guiding the current study’s
investigation into how classroom environmental factors influence students’ attitudes in senior
secondary schools in Kontagora. By synthesizing past studies, this chapter lays the foundation
for understanding the complex relationship between the learning environment and students'
engagement with mathematics, contributing to the broader discourse on educational development
and academic success.

2.1 Theoretical Framework

A theoretical framework provides the foundation upon which research is built. It outlines key
theories and models that explain the relationship between the classroom environment and
students’ attitudes towards mathematics learning. In the context of this study, several theories are
relevant, including the Constructivist Learning Theory, Social Cognitive Theory, Ecological
Systems Theory, and the Theory of Planned Behavior. These theories collectively explain
how classroom factors influence students’ motivation, engagement, and attitudes toward
mathematics learning.

2.1.2 Constructivist Learning Theory (Piaget, 1950; Vygotsky, 1978)

Overview

The Constructivist Learning Theory suggests that students construct knowledge through active
engagement rather than passively receiving information. This theory posits that the classroom

10
environment should encourage student-centered learning, interactive teaching, and problem-
solving activities that promote understanding.

Relevance to Classroom Environment and Mathematics Learning

 Mathematics learning in a constructivist classroom is influenced by factors such as

classroom interactions, teaching approaches, instructional materials, and
collaborative learning.
 Vygotsky (1978) emphasized social interaction as essential for cognitive development,
meaning that peer discussions and teacher guidance (scaffolding) help students develop
positive attitudes towards learning mathematics.
 Piaget (1950) proposed that students progress through cognitive development stages,
and the mathematics classroom should align with their level of thinking to foster a
conducive learning experience.

Empirical Support

 A study by Omodan and Ige (2022) found that constructivist classrooms positively
influence students' attitudes toward mathematics by promoting active participation and
engagement.
 Khalid and Azeem (2021) showed that students in classrooms where teachers use
constructivist approaches (group work, inquiry-based learning) exhibit higher
motivation and confidence in mathematics.

2.1.2. Social Cognitive Theory (Bandura, 1986)

Overview

Albert Bandura’s Social Cognitive Theory highlights the role of observational learning, self-
efficacy, and reciprocal determinism in shaping students' attitudes. The theory posits that
students' behavior and learning attitudes are influenced by their environment, personal beliefs,
and experiences.

Relevance to Mathematics Learning and Classroom Environment

 Teacher-student interactions, peer influence, and classroom structures affect

students' self-efficacy (belief in their ability to succeed in mathematics).
 Students model the behavior of peers and teachers—when they see enthusiasm and
confidence in mathematics, they are more likely to develop a positive attitude.
 Classroom environments that provide positive reinforcement and encouragement help
reduce math anxiety and improve engagement.

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Empirical Support

 Usman et al. (2023) found that students with strong self-efficacy in mathematics
performed better and had a more positive attitude toward the subject.
 A study by Adeyemi and Olagunju (2022) in Nigerian secondary schools showed that
students in classrooms with supportive teachers and collaborative peer interactions had
higher engagement and interest in mathematics.

2.1.3. Ecological Systems Theory (Bronfenbrenner, 1979)

Overview

Bronfenbrenner’s Ecological Systems Theory explains that student learning and attitudes are
shaped by multiple layers of environmental influences:

1. Microsystem: The immediate learning environment (classroom, peers, teachers).

2. Mesosystem: Interaction between school and home environments.
3. Exosystem: Indirect influences such as school policies and educational programs.
4. Macrosystem: Broader cultural and societal attitudes towards mathematics.

Relevance to Classroom Environment and Mathematics Learning

 The classroom (microsystem) directly affects students' attitudes toward mathematics. A

positive, well-structured classroom environment fosters engagement, confidence, and
enthusiasm for mathematics learning.
 The interaction between home and school (mesosystem) affects how students perceive
mathematics. Parental support can reinforce a positive learning attitude.
 Educational policies and curriculum structures (exosystem) determine how
mathematics is taught, affecting students' experiences.

Empirical Support

 Oluwaseun and Adeyemo (2023) found that students in classrooms with supportive
teachers, adequate resources, and a positive climate had more favorable attitudes
toward mathematics.
 Ibrahim and Yusuf (2021) reported that students from schools with strong teacher-
parent collaboration performed better in mathematics than those without such support.

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2.1.4. Theory of Planned Behavior (Ajzen, 1991)

Overview

The Theory of Planned Behavior (TPB) suggests that students’ attitudes toward mathematics
learning are influenced by:

1. Attitude: Their positive or negative evaluation of mathematics.

2. Subjective Norms: Social pressures from teachers, peers, and parents.
3. Perceived Behavioral Control: Their confidence in their ability to learn mathematics.

Relevance to Classroom Environment and Mathematics Learning

 A positive classroom environment enhances students' attitudes by making learning

enjoyable and reducing fear or anxiety.
 Teacher encouragement and peer collaboration contribute to positive subjective
norms, motivating students to engage more in mathematics.
 Providing resources, clear instructions, and interactive lessons improves perceived
behavioral control, making students feel capable of succeeding in mathematics.

Empirical Support

 Eze and Chukwuma (2022) found that students with supportive learning
environments were more likely to develop positive attitudes toward mathematics.
 Ogunleye and Adebayo (2023) showed that students in interactive and well-structured
classrooms exhibited higher motivation and persistence in mathematics learning.

2.2 Components of the Classroom Environment

The classroom environment plays a significant role in shaping students' attitudes toward
learning, particularly in subjects such as mathematics, which often evoke mixed feelings among
students. The classroom environment is composed of various components that collectively
influence students' engagement, motivation, and academic achievement. For this study, the
classroom environment is examined under three major dimensions: physical, psychological, and
social components.

2.2.1 Physical Components of the Classroom Environment

The physical environment of a classroom refers to the tangible aspects that affect students’
ability to concentrate, participate, and perform effectively in learning activities (Fraser, 2021).

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These include classroom layout, lighting, ventilation, seating arrangement, instructional
materials, and noise levels.

Classroom Layout and Organization

A well-organized classroom fosters a conducive learning environment by ensuring free

movement, easy access to learning resources, and minimal distractions. An appropriate seating
arrangement—whether in rows, clusters, or U-shape—can influence peer interaction and teacher-
student engagement (Uline & Tschannen-Moran, 2022). Effective classroom design ensures that
students have sufficient space and comfort to remain engaged in learning.

Lighting and Ventilation

Proper lighting is crucial for reducing eye strain and enhancing focus during mathematics
lessons. Poor lighting conditions can lead to fatigue and decreased attentiveness (Barrett et al.,
2023). Similarly, well-ventilated classrooms improve air quality, reducing drowsiness and
enhancing students’ ability to retain information.

Seating Arrangement and Classroom Furniture

Ergonomic seating arrangements significantly impact students' comfort and engagement. Poor
seating may lead to restlessness and discomfort, which can hinder concentration and
participation in mathematical problem-solving tasks (Dorman, 2021). Flexible seating
arrangements that allow movement and group discussions improve collaborative learning.

Instructional Materials and Technological Resources

Availability of instructional materials, such as textbooks, charts, mathematical models, and

digital resources, enhances students’ learning experiences (Adeyemo & Olanrewaju, 2023). The
integration of technology, including interactive whiteboards and mathematics software, has been
shown to increase students' interest and comprehension in mathematics.

Noise Levels and Classroom Distractions

Excessive noise disrupts students' concentration and affects cognitive processing. Classrooms
located in noisy environments, such as near roads or construction sites, can negatively influence
students' academic performance (Shield & Dockrell, 2022). Therefore, efforts should be made to
minimize distractions for optimal learning.

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2.2.2 Psychological Components of the Classroom Environment

The psychological climate of a classroom encompasses factors that influence students’ emotions,
motivation, and attitudes toward learning. This includes teacher-student relationships, classroom
climate, self-efficacy, and students' perception of mathematics.

Teacher-Student Relationships

A supportive and encouraging teacher fosters a positive learning environment, enhancing

students’ attitudes toward mathematics. Teachers who use positive reinforcement, provide
constructive feedback, and demonstrate enthusiasm for the subject help students develop
confidence and persistence in problem-solving (Wentzel & Miele, 2022).

Classroom Climate and Emotional Safety

A psychologically safe classroom allows students to express their ideas without fear of ridicule.
When students feel comfortable asking questions and making mistakes, their learning
experiences improve (Pianta et al., 2021). An inclusive and respectful classroom climate reduces
anxiety and promotes a growth mindset towards mathematics.

Student Motivation and Self-Efficacy

Students' belief in their ability to succeed in mathematics significantly influences their attitude
and effort (Bandura, 2022). A classroom environment that promotes perseverance, provides
challenging but achievable tasks, and celebrates success fosters intrinsic motivation.
Encouraging students to develop problem-solving strategies enhances their mathematical
competence.

Assessment Methods and Feedback Mechanisms

Frequent, formative assessments with constructive feedback help students track their progress
and improve their understanding of mathematical concepts (Black & Wiliam, 2022). When
students perceive assessments as fair and meaningful, their engagement and willingness to learn
improve.

2.2.3 Social Components of the Classroom Environment

Social interactions within the classroom significantly influence students' attitudes towards
learning. These interactions involve peer relationships, collaborative learning, classroom culture,
and teacher expectations.

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Peer Relationships and Group Learning

Positive peer interactions encourage collaborative learning and problem-solving. When students
work in groups, they exchange ideas, clarify misconceptions, and develop critical thinking skills
(Johnson & Johnson, 2021). Peer tutoring and cooperative learning approaches enhance students'
engagement and attitudes toward mathematics.

Classroom Culture and Norms

The classroom culture sets expectations for student behavior, participation, and academic effort.
A culture that values perseverance, intellectual curiosity, and mutual respect fosters a positive
attitude toward mathematics learning (Resnick et al., 2023). Establishing classroom norms that
encourage student responsibility and teamwork enhances the learning experience.

Teacher Expectations and Student Performance

Teachers' expectations influence students' motivation and achievement. When teachers set high
but realistic expectations, students are more likely to develop confidence and a positive attitude
toward mathematics (Good & Lavigne, 2022). Encouragement and acknowledgment of students'
progress contribute to a supportive social learning environment.

Diversity and Inclusivity

An inclusive classroom that respects cultural, gender, and learning diversity helps students feel
valued and engaged. Mathematics classrooms that incorporate culturally responsive teaching
strategies improve students’ confidence and participation (Gay, 2021). Differentiated instruction
ensures that students with varying learning needs receive adequate support.

In summary the classroom environment, encompassing physical, psychological, and social

components, plays a vital role in shaping students' attitudes towards mathematics learning. A
well-structured physical environment enhances concentration and participation, while a positive
psychological climate fosters motivation and self-efficacy. Additionally, strong social
interactions promote collaborative learning and engagement. Understanding these components
enables educators and policymakers to create an optimal learning environment that enhances
students' mathematical achievement and attitudes.

2.3 Influence of the Physical Classroom Environment on Students’ Attitudes Toward

Mathematics

The physical classroom environment encompasses tangible elements such as seating

arrangement, lighting, ventilation, instructional materials, and technological integration, all of
which impact students' engagement and perception of mathematics.

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2.3.1 Classroom Design and Layout

The arrangement of desks and seating positions influences student interactions and their ability
to focus on mathematics lessons (Weinstein, 2017). Classrooms with flexible seating
arrangements that encourage group work and discussion promote a positive attitude towards
problem-solving in mathematics. Conversely, overcrowded classrooms often lead to distractions
and discomfort, which can negatively affect students’ concentration and attitude towards
mathematics (OECD, 2020).

2.3.2 Lighting, Ventilation, and Acoustics

Adequate lighting and proper ventilation contribute to students’ cognitive performance and
learning attitudes (Dul & Ceylan, 2019). Poor lighting conditions strain students' eyes, leading to
fatigue and decreased motivation. Proper classroom ventilation ensures a comfortable learning
space, enhancing student engagement and reducing stress related to mathematics learning
(Barrett et al., 2019). Furthermore, effective acoustics in a classroom minimizes noise
distractions and supports clear communication between teachers and students, fostering a better
learning experience (Levin & Shohamy, 2021).

2.3.3 Availability of Teaching and Learning Resources

The presence of instructional materials such as textbooks, visual aids, manipulatives, and digital
tools influences students’ attitudes towards mathematics (Trinidad, 2020). Interactive resources
like smart boards, graphing calculators, and mathematical software improve students’
engagement by making abstract concepts more tangible. Studies have shown that students who
have access to well-equipped classrooms tend to develop a more positive attitude towards
mathematics compared to those who lack such resources (Singh & Sharma, 2021).

2.4 Influence of the Psychological Classroom Environment on Students’ Attitudes Toward

Mathematics

The psychological environment in a classroom includes factors such as teacher-student

relationships, students' self-efficacy, classroom culture, and emotional climate, all of which
contribute to shaping students’ attitudes towards mathematics.

2.4.1 Teacher-Student Relationship

The way a teacher interacts with students significantly affects their attitude towards mathematics
(Wentzel, 2017). Teachers who provide encouragement, constructive feedback, and show
empathy create a positive psychological environment that fosters students’ willingness to engage
in mathematical tasks. Conversely, teachers who exhibit authoritarian attitudes or use punitive
measures may instill anxiety and aversion towards the subject (Ryan & Deci, 2020).
17
2.4.2 Students’ Self-Efficacy and Motivation

Self-efficacy, or students’ belief in their ability to succeed in mathematics, is a crucial

determinant of their attitude toward the subject (Bandura, 1997). When students receive positive
reinforcement and are given opportunities to succeed in small mathematical tasks, they build
confidence, which enhances their attitude toward learning mathematics (Schunk & DiBenedetto,
2021). On the other hand, negative past experiences, repeated failures, or lack of support can
lead to a fixed mindset, resulting in a disinterest in mathematics learning (Dweck, 2018).

2.4.3 Classroom Culture and Emotional Climate

A psychologically safe classroom environment where students feel valued and encouraged to ask
questions fosters a positive attitude towards mathematics (Pianta et al., 2021). A classroom
culture that promotes curiosity, problem-solving, and collaborative learning helps reduce math
anxiety and enhances students’ willingness to participate (Ashcraft & Moore, 2009). When
students fear making mistakes due to a hostile or judgmental environment, they develop a
negative perception of mathematics, affecting their overall academic performance (Beilock &
Willingham, 2014).

2.5 Influence of the Social Classroom Environment on Students’ Attitudes Toward

Mathematics

The social environment within the classroom, including peer relationships, collaborative
learning, and parental involvement, plays a significant role in shaping students’ attitudes toward
mathematics.

2.5.1 Peer Relationships and Collaborative Learning

Positive peer relationships and a collaborative learning environment improve students’

motivation and engagement in mathematics (Johnson & Johnson, 2019). Group work and
cooperative learning strategies encourage students to discuss mathematical concepts, share
problem-solving strategies, and support each other’s learning (Vygotsky, 1978). However,
negative peer influence, such as teasing or discouragement, can lead to math anxiety and a lack
of interest in the subject (Eccles & Roeser, 2018).

2.5.2 Teacher’s Classroom Management and Social Support

Effective classroom management fosters a disciplined and inclusive environment where students
feel respected and valued (Marzano, 2018). Teachers who establish clear expectations, provide
consistent support, and use positive reinforcement create a socially supportive classroom that
enhances students’ attitudes toward mathematics (Emmer & Evertson, 2021). Disruptive

18
classroom behavior, on the other hand, leads to reduced concentration and frustration among
students, negatively affecting their mathematical performance (Lewis, 2019).

2.5.3 Parental and Community Involvement

Parental attitudes toward mathematics and their level of involvement in students' education
significantly influence students’ perceptions of the subject (Fan & Williams, 2018). When
parents encourage and support their children in learning mathematics, students develop a positive
attitude and are more likely to engage with the subject (Gunderson et al., 2012). In contrast,
negative parental attitudes, such as expressing that mathematics is difficult or unimportant, can
discourage students from fully engaging in the subject (Maloney et al., 2015).

In conclusion the classroom environment—comprising physical, psychological, and social

factors—plays a crucial role in shaping students’ attitudes toward mathematics learning. A well-
structured physical environment, a psychologically safe and supportive atmosphere, and positive
social interactions all contribute to fostering students’ interest and engagement in mathematics.
To improve mathematics learning outcomes in senior secondary schools, educators must ensure
that classroom environments are conducive to active learning, collaboration, and emotional well-
being. Further research should explore strategies for enhancing classroom environments to
improve students' overall mathematical attitudes and performance.

2.6 Students' Attitude toward Mathematics

Attitude plays a crucial role in students' learning processes and academic performance,
particularly in subjects such as mathematics, which are often perceived as challenging. Attitude
towards mathematics refers to an individual's disposition, feelings, beliefs, and behavioral
tendencies toward the subject (Akinsola & Olowojaiye, 2022). This disposition can be positive
or negative and is influenced by various factors, including personal experiences, teaching
methods, classroom environment, peer influence, and cultural perceptions. Positive attitudes
towards mathematics contribute to higher motivation, persistence, and better academic outcomes,
whereas negative attitudes can result in avoidance, anxiety, and poor performance (Ali et al.,
2023).

This section explores students' attitudes toward mathematics, focusing on the definition and
nature of attitude, types of attitudes, factors influencing attitudes, and the impact of attitudes on
mathematics learning and achievement.

Attitude is defined as an individual’s acquired predisposition to respond consistently favorably or

unfavorably toward an object, person, or idea (Eagly & Chaiken, 2022). In the context of
mathematics education, attitude toward mathematics encompasses students' beliefs, emotions,

19
and behaviors concerning the subject. This attitude is developed over time and is shaped by
interactions with teachers, peers, family, and the broader society (Furinghetti & Morselli, 2023).

Mathematical attitude can be classified into three major components:

1. Cognitive Component – This relates to the beliefs and perceptions students have about
mathematics, including its usefulness and difficulty (Ma & Kishor, 2023).
2. Affective Component – This refers to students' emotional responses to mathematics,
such as enjoyment, anxiety, or fear (Richardson & Suinn, 2023).
3. Behavioral Component – This involves the actual behavior students display towards
learning mathematics, such as participation, engagement, and willingness to solve
mathematical problems (Chinn, 2023).

2.7 Types of Attitudes Toward Mathematics

Students generally exhibit either a positive attitude or a negative attitude toward mathematics:

2.7.1 Positive Attitude Toward Mathematics

A positive attitude toward mathematics is characterized by students' enthusiasm, curiosity,

confidence, and willingness to engage with mathematical problems. Students with a positive
attitude:

 Believe that mathematics is valuable and applicable in real life.

 Display confidence in their ability to solve mathematical problems (Bandura, 2022).
 Are more likely to engage actively in classroom discussions and problem-solving
exercises.
 Show persistence in overcoming challenges in mathematics (Boaler, 2023).

Studies indicate that students with positive attitudes toward mathematics are more likely to
perform better, as their motivation enhances their cognitive engagement and problem-solving
abilities (Ryan & Deci, 2023).

2.7.2 Negative Attitude Toward Mathematics

A negative attitude towards mathematics is marked by fear, anxiety, lack of confidence, and
avoidance behavior. Students with negative attitudes:

 View mathematics as a difficult and irrelevant subject.

 Experience anxiety when solving mathematical problems, leading to avoidance of
mathematics-related activities (Ashcraft, 2022).

20
  Lack confidence in their mathematical abilities, which affects their academic
performance.
 Have lower motivation levels, which results in reduced effort and persistence (Hembree,
2023).

Mathematics anxiety, a form of negative attitude, has been widely studied and is known to
negatively impact students’ performance (Dowker, Sarkar, & Looi, 2023). Research suggests
that students who experience high levels of mathematics anxiety tend to perform poorly because
anxiety affects their working memory and ability to concentrate during mathematical tasks
(Beilock & Willingham, 2023).

2.8 Factors Influencing Students' Attitude Toward Mathematics

Several factors shape students' attitudes toward mathematics. These factors can be broadly
categorized into teacher-related, student-related, environmental, and societal influences.

2.8.1 Teacher-Related Factors

Teachers play a fundamental role in shaping students' attitudes toward mathematics. The
following teacher-related factors significantly impact students' mathematical attitudes:

 Teaching Methods: The use of engaging, student-centered teaching methods such as

active learning, problem-based learning, and real-world applications fosters a positive
attitude (Schoenfeld, 2023). Traditional, lecture-based teaching, on the other hand, may
lead to disengagement and negative attitudes (Kilpatrick, 2023).
 Teacher’s Attitude and Enthusiasm: A teacher who demonstrates enthusiasm,
encouragement, and patience can inspire students and improve their attitudes towards the
subject (Fraser, 2023).
 Feedback and Assessment: Constructive feedback and formative assessment methods
help build confidence and motivation in students (Black & Wiliam, 2023).

2.8.2 Student-Related Factors

 Self-Efficacy: Students with high self-efficacy (belief in their ability to succeed) tend to
have more positive attitudes towards mathematics (Pajares, 2023).
 Interest and Motivation: Personal interest in mathematics, whether intrinsic or extrinsic,
influences students' attitudes (Deci & Ryan, 2023).
 Mathematics Anxiety: Fear of failure, past negative experiences, and societal beliefs
contribute to mathematics anxiety, leading to negative attitudes (Ashcraft & Krause,
2023).

21
2.8.3 Environmental and Social Factors

 Parental Influence: Parents who encourage their children in mathematics and provide
support at home help develop positive attitudes (Eccles, 2023).
 Peer Influence: Peers can influence attitudes positively or negatively depending on their
own attitudes and engagement in mathematics (Ryan, 2023).
 Classroom Environment: A supportive and inclusive classroom environment fosters
positive attitudes toward mathematics, as students feel more comfortable engaging with
mathematical concepts (Fraser & Walberg, 2023).

2.9 Impact of Attitude on Mathematics Learning and Achievement

The relationship between students’ attitudes toward mathematics and their academic
performance has been extensively studied. Research findings consistently suggest that:

 Students with positive attitudes tend to perform better in mathematics because they invest
more effort and persistence in learning (Boaler, 2023).
 Negative attitudes, particularly those associated with mathematics anxiety, lead to lower
academic performance due to avoidance behaviors and decreased cognitive functioning
(Ashcraft, 2022).
 Classroom environment, teaching strategies, and motivation all mediate the relationship
between attitude and achievement (Fraser, 2023).

2.10 Strategies to Improve Students' Attitudes Toward Mathematics

Educators and policymakers can implement several strategies to improve students' attitudes
toward mathematics:

1. Using Interactive and Real-World Applications: Teachers should relate mathematics

to real-life situations to make learning relevant and engaging (Schoenfeld, 2023).
2. Reducing Mathematics Anxiety: Schools should implement anxiety-reducing
techniques such as relaxation exercises and positive reinforcement (Beilock &
Willingham, 2023).
3. Promoting a Growth Mindset: Encouraging students to view intelligence and
mathematical ability as expandable through effort can foster a positive attitude (Dweck,
2023).
4. Enhancing Classroom Environment: A positive, supportive, and collaborative learning
environment can improve students’ attitudes towards mathematics (Fraser, 2023).

22
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26
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

The research design will adopt a descriptive survey design. The descriptive survey design will be
used because it enables the researcher to identify specific characteristics attributable to each
sample drawn out from the population and allows the researcher to present them in a systematic
and analytical way.

3.2 Population of the Study

The population of this study will comprised Senior Secondary School (SSS) students, in private
and public secondary schools within Kontagora Local Government Area of Niger State. This
group is chosen because the concepts to be taught are part of their curriculum, and they are
mature enough to engage with the instructional materials.

3.3 Sample and Sampling Technique

This study will employ a stratified random sampling technique to ensure a balanced
representation of both public and private secondary schools in Kontagora. Specifically, two
public schools and two private schools will be selected. The selected schools are:

i. UBE Model School (Public)

ii. GSS Secondary School (Public)
iii. FUE Demonstration School (Private)
iv. Shehu Ahmed Memorial School (Private)

The selection of these schools is guided by a purposive sampling strategy, based on the following
criteria:

i. Availability of Qualified Mathematics Teachers: All selected schools have well-trained

and certified mathematics teachers, which is essential for ensuring the quality of
instruction and the validity of data related to classroom environment and student
attitudes.
ii. Similarity in Academic Background: The schools have a comparable academic track
record and offer similar curricula, which helps in maintaining consistency across the
sample and ensuring that differences in student attitudes are not due to varying
educational content.

27
 iii. Accessibility and Logistics: The selected schools are located within accessible parts of
Kontagora, allowing for easy administration of research instruments and observation
without significant logistical challenges.

By stratifying the sample based on school type (public vs. private) and purposefully selecting
schools that meet the above conditions, the study aims to obtain a balanced and reliable dataset
that reflects the diversity of classroom environments and student experiences in the area.

3.4 Research Instruments

The primary instrument for data collection in this study will be a structured questionnaire. The
questionnaire is designed to gather relevant information on the influence of the classroom
environment on students' attitudes toward mathematics learning in senior secondary schools in
Kontagora.

The questionnaire will be organized into two sections:

i. Section A will collect respondents’ demographic and school information, including the
name of the school, sex, and age of the students.
ii. Section B will consist of twenty (25) items presented on a four-point Likert scale:

a. Strongly Agree (SA)

b. Agree (A)
c. Disagree (D)
d. Strongly Disagree (SD)

These items are self-structured to reflect key aspects of the physical, psychological, and social
components of the classroom environment as they relate to mathematics learning.

A total of one hundred (148) questionnaires will be administered to students drawn from the four
selected secondary schools in Kontagora (both public and private). This number was chosen to
ensure that:

1. There is adequate representation from each school type and student demographic,
enhancing the generalizability of the findings.
2. The sample size is large enough to allow for meaningful statistical analysis, increasing
the reliability and validity of the results.
3. Logistical feasibility is maintained, making it practical to manage and analyze the data
within the scope and time frame of the study.

This approach ensures that the collected data will provide a comprehensive understanding of
how classroom environments affect students' attitudes toward mathematics across diverse school
settings in Kontagora.

28
3.5 Validity of the Instrument

The instrument were validated by experts (including the supervisor) in science education department
Federal University of Education, Kontagora.

3.6 Method of Data Collection

The researcher will sought permission from the schools for successful administration of the instrument.
The collection of data will be carried out by the researcher. The questionnaires will be in line with the
objectives of the research. The questionnaire will also be purposely meant for the senior secondary
students. One hundred (148) questionnaires will be given out to student.

3.7 Method of Data Analysis

Mean score and standard deviation will be used to answer the research questions. T-test Pearson product
moment correlation coefficient was the statistical instrument used in testing hypotheses testing at
significant level of P≤0.05.

29
 APPENDIX

FEDERAL COLLEGE OF EDUCATION, KONTAGORA, NIGER STATE

(AFFLICTED TO AHMADU BELLO UNIVERSITY, ZARIA).

DEPARTMENT OF mathematics

QUESTIONNAIRE

Dear Participant,

Am conducting a research on "Assessing the Influence of Classroom Environment on Students'

Attitudes Toward Mathematics Learning in Senior Secondary Schools in Kontagora.". Your
participation in this research is highly valuable and will contribute to our understanding of the
research work. The information provided will be kept confidential and used solely for research
purposes.

Please tick (√) where it’s applicable and fill in the information where necessary.

Section A: Demographic Information

1. Name of School: _______________________________________

2. Class Level:
☐ SS1 ☐ SS2 ☐ SS3
3. Sex:
☐ Male ☐ Female
4. Age:
☐ 13–15 ☐ 16–18 ☐ 19 and above

Section B: Questionnaire Items

A. Physical Classroom Environment (for Ho₁)

S/N QUESTIONS SA A SD D
1 The seating arrangement in my classroom makes it easy to see
and hear the mathematics teacher clearly.
2 My classroom is well-ventilated and conducive for learning
mathematics.
3 Adequate lighting in the classroom helps me stay focused during
mathematics lessons.
4 There is enough space in the classroom to support smooth
movement during group mathematics activities.
5 The availability of instructional materials (e.g., textbooks, charts,

30
 models) supports my understanding of mathematics.
6 The use of technology (e.g., projectors, interactive boards) in
teaching mathematics improves my interest in the subject.

7 Noise and external distractions affect my ability to concentrate

during mathematics lessons.

B. Psychological Classroom Environment (for Ho₂)

S/N QUESTIONS SA A SD D
8 I feel emotionally safe and comfortable participating in
mathematics lessons.
9 My mathematics teacher encourages me to ask questions during
class.
10 I receive constructive feedback that helps me improve in
mathematics.
11 I am confident in my ability to solve mathematics problems in
class.
12 My teacher’s attitude positively influences my motivation to
learn mathematics.
13 I do not feel anxious or stressed when attending mathematics
classes.
14 The classroom environment makes me feel enthusiastic about
learning mathematics.

C. Social Classroom Environment (for Ho₃)

S/N QUESTIONS SA A SD D
15 I enjoy working in groups with my classmates during
mathematics activities.
16 I learn better when I collaborate with my peers in mathematics
class.
17 My classmates are respectful and supportive during mathematics
lessons.
18 My mathematics teacher creates a classroom culture that
promotes cooperation and respect.
19 Peer discussions help me understand difficult mathematics
concepts.
20 I am more confident in mathematics when I receive support from
my classmates.

31