The Influence of classroom environment on the teaching and learning process of mathematics in selected secondary schools in Tororo district, Uganda
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Date
2026
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Busitema University
Abstract
This study examined the effects of classroom environment on the teaching and learning of mathematics in selected secondary schools in Tororo District, Uganda. The study was motivated by concerns about students’ participation, attitudes, and achievement in mathematics and the possibility that classroom conditions influence the effectiveness of teaching and learning. Specifically, the study examined the influence of physical classroom facilities, instructional materials, classroom size, and teacher-student interaction on mathematics teaching and learning. The study involved 200 students and 10 mathematics teachers from Rubongi Army Secondary School, Tororo Girls School, Mother Kevina Secondary School, Tororo Progressive Academy, St. Peter's College Tororo, Mahanga Secondary School, Tana Memorial Secondary School, Malaba seed secondary school, Majansi High school and Tororo Town College school. Data was collected using questionnaires, interviews, and observation checklists. The findings of the study showed that the majority of students perceived the physical classroom environment as generally conducive for mathematics learning. 79% of the students agreed that their classrooms were adequately ventilated, while 78% indicated that classroom lighting was adequate. Similarly, 78% agreed that there were sufficient desks and chairs, and 83% reported that their school environment was clean. Regarding instructional materials, 72% of the respondents agreed that mathematics textbooks were sufficiently available, while 65% indicated that teachers regularly used teaching aids during mathematics lessons. However, access to ICT resources was comparatively lower, with only 42% of students agreeing that ICT facilities adequately supported mathematics learning.
Classroom size emerged as an important challenge. Approximately 73% of students agreed that mathematics classes were overcrowded, while only 48% felt that teachers were able to provide sufficient individual attention. In contrast, teacher-student interaction was generally positive: 80% of students agreed that teachers encouraged them to ask questions, 80% reported receiving academic support from their teachers, and 82% indicated that teachers motivated them to learn mathematics. The study concludes that classroom environment is an important factor in the teaching and learning of mathematics in secondary schools. In particular, teacher-student interaction (r = 0.64), instructional materials (r = 0.72), and physical classroom facilities (r = 0.68) were positively associated with mathematics learning, whereas classroom size (r = −0.55) showed a negative association. The study therefore recommends that school administrators and education stakeholders improve classroom infrastructure, provide adequate mathematics textbooks and teaching aids, address classroom overcrowding, strengthen positive teacher-student relationships, and promote learner-centered approaches to mathematics instruction. Such interventions may create more conducive learning environments and enhance students’ participation, understanding, motivation, and achievement in mathematics.
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Opolot, P. (2026). The influence of classroom environment on the teaching and learning process of mathematics in selected secondary schools in Tororo District, Uganda [Undergraduate, research report]. Busitema University.