Authors:
Mazlini Adnan,Nur Haslisa Isa,DOI NO:
https://doi.org/10.26782/jmcms.2019.03.00017Keywords:
Psychosocial Learning Environment,Additional MathematicsAchievement,Abstract
This study aimed to determine the relationship of psychosocial learning environment with the Additional Mathematics achievement. The study also aimed to identify psychosocial differences in the learning environments by gender and school type in achievement. Quantitative approaches with a survey design were used for this study. A number of 205 form four Additional Mathematics students from 13 secondary schools in Setiu district were chosen using strata sampling methods as studied subjects. Research instrument were employed which is ‘What is Happening in This Classroom’ (WIHIC). Data were analysed using descriptive and inferential analysis. Descriptive analysis describe the level of perception about psychosocial learning environment while inferential analysis involved the MANOVA and Spearman’s Rho correlation test. The findings showed that the students’ familiarity had the highest level of level of perception. The results also showed that students from Boarding Schools are concerned with the aspects of relationship with each other compared the students in other schools. Spearman’s Rho correlation analysis showed that was significant relationship between psychosocial learning environments with achievement of Additional Mathematics. As a conclusion, psychosocial learning environment is the elements that need to be attention to enhance the achievement of these subjects. The implicates of the study are the psychosocial environment learning is the elements that need to be addressed in order to improve the achievement of this subjects.Refference:
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