An Assessment of Classroom Environment and Self-Efficacy Influence on Mathematics Achievement among Secondary School Students in AMAC, Abuja

Abstract

This study examined the Influence of Classroom Environment and Self-Efficacy on Mathematics Achievement Among Secondary School Students in the Abuja Municipal Area Council (AMAC), Abuja. The study was guided by three research questions and two hypotheses. Two instruments were developed, namely: Classroom Environment and Student Self-Efficacy Questionnaire (CESSQ) and Mathematics Achievement Test (MAT), with reliability coefficient value of 0.87, respectively. A purposive sampling technique was used to select three schools with high population from the AMAC Area, while simple random sampling was adopted for the selection of 90 students from each school. A total of 255 students returned their instruments and participated in the study. Descriptive and inferential statistics were used for the analysis of the data collected. The findings showed that students agreed that their classrooms were well-lit and comfortable (mean = 3.02), and that the seating arrangements supported concentration and improved performance in mathematics (mean = 2.99). Students also expressed satisfaction with the availability of learning resources, which made the subject more engaging and easier to understand (mean = 2.98). Additionally, they felt safe and respected by their peers in mathematics classes (mean = 2.98). The correlation coefficient (r) was 0.086, and the p-value was 0.170. Since the p-value exceeds 0.05, the result is not statistically significant. It is recommended that schools provide ongoing teacher training to foster supportive classroom environments and ensure sufficient resources and facilities to enhance students’ focus and interest in mathematics.