Jeron B. Mina
ABSTRACT
This study aimed to examine the influence of mathematics classroom climate on the performance and self-efficacy of college students. A mixed-methods approach was utilized. Results showed that the classroom climate was rated “Very Highly Favorable” across equity, teacher support, cohesiveness, involvement, responsibility, and task orientation. Students’ mathematics performance was assessed as “Very Satisfactory,” while self-efficacy was generally “Very High” in mastery experience, vicarious experience, and social persuasion, with physiological state rated “Moderate.” A significant relationship was found between classroom involvement and mathematics performance, and all classroom climate dimensions were significantly associated with self-efficacy domains. Qualitative data further revealed challenges in classroom climate, such as environmental distractions and fear, difficulties in mathematics performance related to conceptual understanding, time constraints, and motivation, as well as self-efficacy issues arising from low confidence, fear of failure, and peer pressure. These findings highlight the importance of cultivating a supportive and inclusive classroom environment to strengthen both academic outcomes and psychological readiness in mathematics.
Keywords: College students, mathematics classroom climate, mathematics performance, mathematics self-efficacy, problems and challenges encountered
https://doi.org/10.57180/wsvg3302