**AUTHOR: ESIANA AMAKA CHIMUANYA**

**DEPARTMENT: SCIENCE EDUCATION**

**AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA.**

This study investigated the students’ social classroom learning environment and attitude as correlates of their achievement in mathematics. Six research questions and five hypotheses guided the study. The correlational survey research design was adopted. A total of 840 SS II mathematics students were randomly selected from the students’ population of 3,494 involved in the study. Three instruments: social classroom learning environment scale (SCLES), students’ attitude towards mathematics scale (SATMS) and students’ achievement test scores were used for data collection. SCLES and SATMS were validated by the experts and the reliability established to be 0.75 and 0.82 respectively. Results were analyzed using mean, standard deviation, multiple regression and independent t-test. From the findings, it was observed that, the students’ appraised their mathematics classroom learning environment as been social; the students have a positive attitude towards mathematics; the mathematics achievement was found to be slightly above the pass mark; there is a significant relationship between students’ social classroom learning environment and achievement in mathematics; no significant relationship exists in students’ attitude towards mathematics and their achievement in mathematics; teacher support sub-scale was found to be the most prevailing factor in social classroom learning environment; significant difference exists in urban students’ responses and rural students’ responses to social classroom learning environment; no significant difference exists in urban students’ responses and rural students’ responses in attitude towards mathematics; and urban students’ performed better in mathematics than rural students. The educational implications were pointed out of which one is that teachers are very crucial to what happens in the classroom and it was recommended that mathematics teachers should develop positive relationship with students’ and stress classroom activities, which will involve active teaching-learning process and students’ participation in the class.

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Tags: Affective Process, Behavioural Process., Classroom Environment, Constructivism, Constructivist Theory, Constructivists Classroom, Cooperative Classroom, Education-National Policy, Learnier-Centered Educational Theory, Learning, Learning Environment, Mathematics, Montessori, Proximal Development Zone, Science Education-Thesis-2012, Social Environment, Social Interaction, Social Learning Theory, Vygotsky’s Learning Theory

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