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Participants were drawn from secondary and higher secondary schools in Tehsil Rawalpindi and Islamabad, Pakistan, using random selection of 24 schools. The sample included 516 tenth-grade mathematics students across 27 classrooms. Classroom Environment Instrument (Personal Form) was translated into Urdu for Urdu-medium schools, pilot-tested, and validated with Cronbach Alpha of 0.85. Annual examination marks from BISE Rawalpindi and FBISE Islamabad were analyzed via multiple regression, Pearson r, and ANOVA, showing “Involvement,” “Personal relevance,” and “Emphasis on understanding” as key positive predictors, while “Investigation” and “Autonomy” negatively affected achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-classroom-learning-environment-on-studentsacademic-achievement-in-mathematics-at-secondary-level/595804/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-classroom-learning-environment-on-studentsacademic-achievement-in-mathematics-at-secondary-level/595804.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main objective?","Question",{"text":112,"@type":113},"To examine how students’ perceptions of the classroom learning environment affect their academic achievement in mathematics at the secondary level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students and schools selected?",{"text":117,"@type":113},"Twenty-four schools were selected randomly from secondary and higher secondary schools in Tehsil Rawalpindi and Islamabad, and 516 tenth-grade students from 27 classrooms were included.",{"name":119,"@type":110,"acceptedAnswer":120},"Which classroom learning environment dimensions were found to predict achievement?",{"text":121,"@type":113},"“Involvement,” “Personal relevance,” and “Emphasis on understanding” were major positive predictors, while “Investigation” and “Autonomy” had negative effects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595804,1792191551,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Effect of Classroom Learning Environment on Students'Academic Achievement in Mathematics at Secondary Level  \nRiaz Hussain Malik * and Asad Abbas Rizvi**  \nAbstract  \nThe aim of the study was to examine the effect of the perceptions of students about classroom learning environment on their academic achievement at secondary level in the Mathematics classrooms. The participants were selected from the secondary and higher secondary schools located in Tehsil Rawalpindi and Islamabad (Federal Area), Pakistan. Twenty four schools were selected randomly. A total of five hundred sixteen students of 10th grade studying Mathematics in twenty seven classrooms, were included in the sample. Classroom Environment Instrument (Personal Form) was used to measure the students' perceptions after translating it into Urdu for Urdu medium schools. The pilot testing was carried out before the actual application of this instrument. The reliability of the instrument was determined by the use of Cronbach Alpha which was found as 0.85. The marks obtained by students in the subject of Mathematics in annual examination in 10th grade conducted by both BISE Rawalpindi and FBISE Islamabad were taken as achievements in Mathematics. The data was analyzed using multiple regression, Pearson r and ANOVA to find out the effect of perception of students about classroom learning environment on their academic achievement. The results of study revealed that the subscales, `Involvement', `Personal relevance', `Emphasis on understanding', were major predictors contributing towards classroom learning environment and students' academic achievement whereas subscales `Investigation' and `Autonomy' have negative effect on students' academic achievement. The researcher recommends that active involvement of the low achievers may affect their learning more positively.  \nKeywords: Classroom Learning Environment; Students' Learning; Achievement in Mathematics; Understanding; Students' perception  \n* Assistant Educational Advisor, Curriculum and Text Book Wing, Capital Administration and Development  \nDivision. Email: [riaz edu2013@yahoo.com](riaz edu2013@yahoo.com)  \n**Assistant Professor, Department of Education International Islamic University Islamabad. [Email:drasad.rizvi@iiu.edu.pk](Email:drasad.rizvi@iiu.edu.pk)  \nIntroduction  \nThe teaching-learning process cannot take place in a vacuum. In formal education settings, it occurs as a result of interaction among members of the classroom. In classroom settings, elements of teaching-learning process include: teacher, students, content, learning process and learning situation. The learning situation or learning environment means the conditions in which learning take place. Each classroom has unique teaching - learning conditions. According to Arend (2007), classes may seem similar from the distance but are different in its procedures and the processes.  \nA classroom setting has two major components, namely, physical component and human component. Physical component comprises all the physical objects present in the classroom e.g. black board, furniture, lightings, projector, books, computers etc., whereas the human component comprises of individuals i.e., teachers and students in the classroom. It generally involves the nature of interaction of teachers with students and student-student as well. This pattern of interaction generates a particular atmosphere which may be called as learning condition/situation/environment. This aspect is also called the psycho-social environment of the classroom. Most scholars agree that students’academic achievement varies with learning conditions. Therefore, this study was designed to investigate the effect of students' perception of classroom learning environment on their academic achievement in mathematics at secondary level.  \nThe importance of Mathematics cannot be denied in this age of science and technology. The mathematics knowledge proved to be an essential vehicle to train the minds of th","cbCaigd6C2tJtEQ5","https://ap.wps.com/l/cbCaigd6C2tJtEQ5","pdf",100365,12,"English","# Abstract\n# Introduction\n## Classroom learning environment concepts\n## Components of classroom settings","[{\"question\":\"What was the study’s main objective?\",\"answer\":\"To examine how students’ perceptions of the classroom learning environment affect their academic achievement in mathematics at the secondary level.\"},{\"question\":\"How were students and schools selected?\",\"answer\":\"Twenty-four schools were selected randomly from secondary and higher secondary schools in Tehsil Rawalpindi and Islamabad, and 516 tenth-grade students from 27 classrooms were included.\"},{\"question\":\"Which classroom learning environment dimensions were found to predict achievement?\",\"answer\":\"“Involvement,” “Personal relevance,” and “Emphasis on understanding” were major positive predictors, while “Investigation” and “Autonomy” had negative effects.\"}]","Effect of Classroom Learning Environment on Students'Academic Achievement in Mathematics at Secondary Level | PDF",1792081896]