Impact of Classroom Climate on Students’ Self-Efficacy and Mathematics Achievement in Secondary School Mathematics

Olumuji Damillola; Bamidele Damilare E

doi:10.33830/hexagon.v4i1.13360.

Olumuji Damillola
Mathematics Education, University of Ibadan, Oyo State,Nigeria
Bamidele Damilare E
Mathematics Education, Ladoke Akintola University of Technology, Ogbomosho,Nigeria

Keywords: classroom climate, self-efficacy, mathematics achievement, learning environment, secondary education

Abstract

This study examined the effect of classroom climate on students' self-efficacy and achievement in senior secondary school mathematics in Odeda Local Government Area, Ogun State, Nigeria. Guided by Bandura’s Social Cognitive Theory, the research employed a descriptive survey design involving 120 students selected through stratified and simple random sampling from eight schools. Data were collected using the Students’ Perception of Classroom Environment Questionnaire (SPCEQ), the Mathematics Self-Efficacy and Achievement Scale (MSEAS), and a Mathematics Achievement Test (MAT). Data were analysed using Pearson Product-Moment Correlation and descriptive statistics. The findings revealed that most classrooms were physically conducive, adequately ventilated, well-seated, and orderly, but lacked sufficient instructional materials and visual aids. The Pearson correlation results showed no statistically significant relationship between classroom climate and either students’ self-efficacy or their achievement in mathematics. These results suggest that while classroom comfort contributes to learning satisfaction, it is not a sufficient condition for improving academic outcomes. Students’ confidence and performance in mathematics are more strongly influenced by effective teaching practices, feedback, and motivational support than by environmental factors alone

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