Exploring the Effect of Classroom Environment on Chinese Tertiary Students’ Affective Domain in Studying Mathematics

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  In Poster Session: Increasing Engagement Through Designed Learning Environments

Abstract

The relationship between classroom environment and tertiary students’ mathematical affect is an underexplored issue. This study examined the effect of Chinese tertiary students' perceptions of classroom environment on their affective experiences in and values of studying mathematics. A total of 2,529 students responded to three measures which were particularly for the assessment of tertiary students' perceptions of mathematical classrooms and their affective development in mathematics. The results indicated that students had quite a high evaluation of the value of mathematics but relatively lower satisfaction of studying mathematics. Although some environmental factors played positive roles in students' affective development in mathematical learning, researchers were reminded to pay attention to the paradoxical effect of some environmental factors on students' mathematical affect.

Author

• Hongbiao Yin, Chinese University of Hong Kong