Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis
Investigating students’ perceptions of their mathematics classroom learning environment introduced during a pandemic is a significant approach for gauging the degree to which the learning environment meets the expectations of students and policy guidelines. The study sought to understand gender and...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2473248 |
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| _version_ | 1850140151789912064 |
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| author | Ebo Amuah Edmond Kwesi Agormedah Kwame Akyeampong Joseph Ghartey Ampiah |
| author_facet | Ebo Amuah Edmond Kwesi Agormedah Kwame Akyeampong Joseph Ghartey Ampiah |
| author_sort | Ebo Amuah |
| collection | DOAJ |
| description | Investigating students’ perceptions of their mathematics classroom learning environment introduced during a pandemic is a significant approach for gauging the degree to which the learning environment meets the expectations of students and policy guidelines. The study sought to understand gender and group dynamics in students’ mathematics classroom learning environment. The study is a cross-sectional survey of public school students. Multi-stage sampling was used to select grade 8 students. The Mathematics Constructivist-Oriented Learning Environment Scale (MCOLES) was used to obtain students’ perceptions (N = 520) data and analysed with SPSS 26 and Amos 25. The analysis included (exploratory and confirmatory factor analysis, validity and reliability analysis) scale validation, descriptive statistics, Mann-Whitney U test and cluster analysis. The findings included a strong factorial structure for MCOLES with six factors (Teacher support, student-initiated involvement, colleague involvement, equity, differentiation, and clarity of assessment). Students’ perception revealed a strong use of assessment to guide learning and minimal differentiated learning. Significant and small gender difference in students’ perception was observed in the student-initiated factor only. Finally, two clusters of students’ perceptions of their mathematics classroom learning environment were found. The implication for teacher professional development programs focusing on differentiated learning in the mathematics classroom learning environment is discussed. |
| format | Article |
| id | doaj-art-feedbcdd4cd74b23be9b6ac376e2d7a3 |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-feedbcdd4cd74b23be9b6ac376e2d7a32025-08-20T02:29:55ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2473248Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysisEbo Amuah0Edmond Kwesi Agormedah1Kwame Akyeampong2Joseph Ghartey Ampiah3Institute of Education, University of Cape Coast, Cape Coast, GhanaDepartment of Business and Social Science Education, University of Cape Coast, Cape Coast, GhanaCentre for the Study of Global Development, Open University, London, UKDepartment of Science Education, University of Cape Coast, Cape Coast, GhanaInvestigating students’ perceptions of their mathematics classroom learning environment introduced during a pandemic is a significant approach for gauging the degree to which the learning environment meets the expectations of students and policy guidelines. The study sought to understand gender and group dynamics in students’ mathematics classroom learning environment. The study is a cross-sectional survey of public school students. Multi-stage sampling was used to select grade 8 students. The Mathematics Constructivist-Oriented Learning Environment Scale (MCOLES) was used to obtain students’ perceptions (N = 520) data and analysed with SPSS 26 and Amos 25. The analysis included (exploratory and confirmatory factor analysis, validity and reliability analysis) scale validation, descriptive statistics, Mann-Whitney U test and cluster analysis. The findings included a strong factorial structure for MCOLES with six factors (Teacher support, student-initiated involvement, colleague involvement, equity, differentiation, and clarity of assessment). Students’ perception revealed a strong use of assessment to guide learning and minimal differentiated learning. Significant and small gender difference in students’ perception was observed in the student-initiated factor only. Finally, two clusters of students’ perceptions of their mathematics classroom learning environment were found. The implication for teacher professional development programs focusing on differentiated learning in the mathematics classroom learning environment is discussed.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2473248Clustersmathematics constructivist-oriented learning environmentgender differencesstudents’ perception of their mathematics classroom learning environmentnew standard based curriculumClassroom Management & Organisation |
| spellingShingle | Ebo Amuah Edmond Kwesi Agormedah Kwame Akyeampong Joseph Ghartey Ampiah Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis Cogent Education Clusters mathematics constructivist-oriented learning environment gender differences students’ perception of their mathematics classroom learning environment new standard based curriculum Classroom Management & Organisation |
| title | Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis |
| title_full | Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis |
| title_fullStr | Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis |
| title_full_unstemmed | Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis |
| title_short | Students’ perceptions of their mathematics classroom learning environment in a newly implemented standard-based curriculum during the COVID-19 pandemic: a cluster analysis |
| title_sort | students perceptions of their mathematics classroom learning environment in a newly implemented standard based curriculum during the covid 19 pandemic a cluster analysis |
| topic | Clusters mathematics constructivist-oriented learning environment gender differences students’ perception of their mathematics classroom learning environment new standard based curriculum Classroom Management & Organisation |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2473248 |
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