PSYCHO-SOCIAL LEARNING ENVIRONMENT IN ELEMENTRAY CLASSROOMS AND ITS RELATIONSHIP WITH STUDENTS’ ACADEMIC ACHIEVEMENT
Teaching learning process, being complex, social, dynamic and interactive in its nature, is prone to be affected by the psycho-social learning environment present in the classrooms. This study was conducted to explore the prevailing psycho-social learning environment and its relationship with students’ academic achievement at elementary level in District Attock. The population consisted of all the elementary teachers of Mathematics for 7th Graders of public schools in all six sub districts of District Attock. Three sub districts (Jund, Hassan Abdal, and Pindi Gheb) were selected through cluster sampling technique. Two hundred and twelve mathematics elementary teachers were included in the sample. For observation, purposive sample was further delimited to 25% of the sample of the study. Thus, classrooms of 53 teachers were observed. An observation sheet based on three scales of ‘What Is Happening in the Class?’(WIHIC) questionnaire was used for data collection, while academic achievement of 7th graders was assessed through the marks of quarterly exams. Collected data were analyzed through SPSS by mean score while Pearson “r” was used to find the relationship between psychosocial environment and academic achievement and standardized regression weights “β” was also applied to find the effect of psychosocial environment on academic achievement. The findings revealed that most of the elementary classrooms were psychosocially desirable and were found to be Task oriented and Cooperative while Involvement was also found significant at elementary level. Positive and significant relationship between psychosocial learning environment and academic achievement was also found.
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