FINAL
ASSOCIATION BETWEEN STUDENTS’ PERCEPTION ON TEACHER
INTERPERSONAL BEHAVIOUR, LEARNING ENVIRONMENT AND ATTITUDE
TOWARD MATHEMATICS IN LOWER SECONDARY SCHOOL IN INDONESIA
FATMAWATI
SEAMEO RECSAM, PENANG - MALAYSIA
ABSTRACT
The successful of learning is not only determined by teachers and students background, but also
learning environment. The environment plays an important role in psychological and social
relationship that exists between students and between students and their teachers. This paper
presents students’ perception on the classroom learning environment they have experienced and
also examines the correlation between teacher interpersonal behaviour, learning environment and
attitude in mathematics classroom. The perceptions of students were gathered using three
instruments; Questionnaire on Teacher Interaction (QTI), What is Happening in this Class
(WIHIC), and Test of Mathematics Related Attitudes (TOMRA). The questionnaires were
administered to 424 students in lower secondary school in Indonesia. Analysis is performed
using descriptive statistic, t-tests with Paired Samples to measure the different between actual
and prefer perception, and t-tests with Independent Samples to measure the different perception
of male and female student. The reliability and validity of the QTI, WIHIC and TOMRA were
confirmed. There were positive relationships of classroom learning environment and
interpersonal behaviour with students’ attitudinal outcome. Association between the QTI’ scales
and students’ attitudes were significant except for student’s responsibility. Cohesiveness and
cooperation among students and experience more involvement and investigation during the
lesson will affect positively to students’ attitude toward mathematics.
Key words: students’ perception, learning environment, mathematics classroom, correlation.
INTRODUCTION
Effective process in teaching and learning occurs if teachers have good relationship with their
students as well as learning environment. Teacher interpersonal behaviour is very important to
determine students learning outcome. Moreover, classroom learning environment also takes an
important psychological and social in learning. Noticeable very few researches on teacher
interpersonal behaviour, learning environment and their relation with student attitude in learning
mathematics have been done especially in Indonesia. Therefore, this study was done to fill in this
gap.
Objective
Overall objective of this study is to investigate students’ perception toward their mathematics
classroom learning environment and their attitude toward mathematics. Specifically to elaborate
in detail of these following questions:
1. What are the students’ views on their teachers’ performances (as measured by the QTI)?
2. What are students’ perceptions toward their classroom learning environments (as
measured by the WIHIC)?
3. What are students’ attitudes toward the subject?
4. Is there any correlation between students’ attitude toward mathematics, students view on
teachers’ interpersonal behaviour, and learning environment?
METHODOLOGY
Research Method
This study involved quantitative research methodology. A quantitative research method, namely,
a questionnaire survey was used to investigate students’ perceptions of their Mathematics
classroom learning environment.
Sampling
The samples involved in this main study included the willing and chosen participants of 424
students in 2 lower secondary schools in Jakarta, Indonesia.
Instrument
The instruments, namely, the Indonesian version of the modified The Questionnaire on Teacher
Interaction (QTI), What Is Happening In this Classroom (WIHIC) Questionnaire and Test of
Mathematics Related Attitudes (TOMRA) was used to investigate students’ perceptions of their
mathematics teacher in the classroom.
Description of QTI and its past research
QTI has eight scales and each of which is equivalent to each of criteria in the model. For
instance; “Teacher explains things clearly” is correspondent to leadership and “Teacher is
impatient” is correspondent to admonishing. The more teacher shows good behaviour, the higher
a scale score would be. The score is obtained by each student for a particular teacher (in this case
mathematics teacher). In addition, the score also determines actual and ideal perception of
student on teacher interpersonal behaviour (Fisher & Rickard, 1998).
Regarding to students' cognitive outcomes, the more teachers demonstrated Strict, Leadership
and Helping/Friendly behaviours, the higher the cognitive outcomes scores were. Conversely,
Student Responsibility/Freedom, Uncertain and Dissatisfied behaviours were negatively related
to achievement.
Various student perceptions of teachers and lessons have been classified into the dimensions of
Proximity: The more cooperative behavior that is displayed, the higher the affective outcome
scores (Wubbels, Brekelmans, & Hooymayers, 1991). That is, Student Responsibility/Freedom,
Understanding, Helping/Friendly and Leadership behaviours were positively related to student
attitudes. Uncertain, Dissatisfied, Admonishing and Strict behaviours were negatively related to
student attitudes. Overall, previous studies have indicated that teacher interpersonal behaviours
were an important aspect of the learning environment and that they were strongly related to
student outcomes.
Teacher behaviours are related with theirs self-perceptions of being friendly, helpful, giving
freedom, responsibility and chance for self-sufficient work in class, confidence, maintaining a
low profile and being passive. The perceptions of students on their teachers are associated with
teacher interpersonal behaviour that emphasise to how much freedom and responsibility students
thought they were allowed (Fisher, Frase, & Kent,1998).
The reliability and validity of the QTI scales used in this study ranged from 0.65 (strict) to 0.86
(admonishing) for actual and from 0.69 (Strict) to 0.93 (dissatisfaction) for preferred. It shows
that the QTI has acceptable reliability.
Description of WIHIC and its past research
The WIHIC questionnaire was used as main tool to explore students’ perceptions of their
mathematics classroom learning environments. This instrument has been validated and found as
a good and reliable questionnaire to measure students’ perceptions on classroom learning
environment in secondary school in Indonesia (Wahyudi & Treagust, 2004). Nevertheless, there
was no exact instrument needed during classroom observation in a multi site case study.
Therefore, a classroom observation schedule was developing to certify of data that emerged from
classroom observation were well organised. Therefore, Middleton's (1981) suggestions were
taken, because ‘It is better to record in detail rather more than is required’ (Middleton, 1981, p.
23). Therefore, it is essential to examine and enhance classroom, and teacher must be willing to
make the appropriate learning environment to assist regular and exceptional students. (Schulz &
Bravi, 1986).
The WIHIC questionnaire with the items allocated to seven scales, namely; Student
Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation and
Equity. This study documented the reliability and validity of the WIHIC scales used in this study
ranged from 0.82 (student cohesiveness) to 0.92 (equity) for actual and from 0.74 (teacher
support) to 0.93 (equity) for preferred. It shows that the QTI has acceptable reliability.
Description of TOMRA and its past research
The TOMRA questionnaire was used to analyze students’ perception on mathematics as a
subject of lesson. It have been studied that factors such as motivation and attitude have impacted
student achievement (Cote & Levine, 2000; Singh, Granville & Dika, 2002). In addition,
instructional strategies may be needed to support student needs to increase their achievement.
For example, low performance students will be able to solve problem that emphasis to higher
cognitive skill when mathematics problem were interesting and engaging Bottge (2001).
The interests in math study are categorized of three items: "I like mathematics," "I enjoy learning
mathematics," and "Mathematics is boring" (opposite score) (Sanchez, Zimmerman & Ye, 2004).
Therefore, seven questions are addressed for TOMRA Questionnaire: Mathematics lesson are
fun; Mathematics is one of the most interesting school subject; School should have more
mathematics lesson each week; Mathematics lessons are a waste time; I dislike mathematics
lesson; I really enjoy going to mathematics lessons; Mathematics lesson bore me. The reliability
and validity of TOMRA is acceptable at 0.88.
Data Collection Procedure
The questionnaires were sent to the teachers of thirty five lower secondary schools in Indonesia.
The detail information and objective of research were given to the teachers as well as procedure
how to administer to collect the data from the students. To ensure the legality of data, the
students were informed that their responds were not affected to their scores.
Data Analysis
To describe the classroom learning environment of mathematics classes in Indonesian lower
secondary schools, descriptive analyses were calculated based on students’ responses to the
Indonesian version of QTI, WIHIC and TOMRA. The analysis was conducted using statistic
software, SPSS. A t-test using paired samples and independent samples was conducted to
investigate the differences between two groups’ perceptions of each scale. The former is to
examine the different between actual and ideal perception and the latter is to determine different
perception of female and male students. The results are presented in Tables.
RESULT AND DISCUSSION
The QTI Data Interpretation
Students’ perceptions on the actual teacher’s behaviours
A summary of the scales item and average mean and standard deviation of the QTI questionnaire
is reported in Table 1.
Table 1 Mean and Standard Deviation of Students perception on Actual QTI Scales (n = 424)
Number of
Scales
Mean
SD
Item
Leadership
6
3.95
0.57
Helping/Friendly
6
3.45
0.73
Understanding
6
3.87
0.66
Students Responsibility/ Freedom
6
2.42
0.68
Uncertain
6
1.49
0.51
Dissatisfaction
6
1.57
0.59
Admonishing
6
1.88
0.76
Strict
6
2.91
0.63
(Note: 1 = Minimum (very poor), 2 = poor, 3 = Medium-neutral, 4 = Good enough, 5=
Maximum-excellent for the four fist scales. When we analyse, we reverse the score for the last
four scales)
The data illustrate that the students view the teachers as good interpersonal behaviours. The
students agree that on actual the teacher has displayed good teaching behaviour. The teachers
emphasized the positive leadership qualities (𝑥̅ = 3.95 ± 0.57). This indicates that students learnt
a lot from their teacher and all the material related to curriculum was explained clearly in the
classroom. It has been confirmed by the students who also consistently perceive their teachers as
being less uncertain (𝑥̅ = 1.49 ± 0.51) in his/her teaching. Furthermore, students saw their teacher
was relatively helpful/friendly (𝑥̅ = 3.45 ± 0.73) and showed understanding, concern and care to
students (𝑥̅ = 3.87 ± 0.66). It supported by students’ view that their teachers were less
dissatisfied (𝑥̅ = 1.57 ± 0.59) and less admonishing (𝑥̅ = 1.88 ± 0.76). Contrastively, regarding to
students responsibility/freedom (𝑥̅ = 2.42 ± 0.68) scale, the students are in agreement that the
teachers give less freedom and being strict (𝑥̅ = 2.91 ± 0.63). This indicates that teachers did not
give choices for their students in how they approached, and suggested their learning.
Expectantly, the teachers could offer more opportunities for students to develop their
mathematical thinking. At this point, it is advisable that students should be given more freedom
in classroom.
Difference between students’ perceptions on the actual and preferred teacher’s behaviour
The finding shows that there are significantly differences between actual and preferred students
perception on all scales of QTI except on Dissatisfaction. In detail, students’ perception of their
mathematics classroom learning environment is provided in Table 3.
Table 2 Average Item Mean, Average Item Standard Deviation and t Value from
Paired Samples for Differences Between Students’ Perceptions of the
preferred QTI (n = 424)
Average Item
Average Item Mean
Standard Deviation
Scale
Actual
Preferred
Actual
Preferred
Leadership
3.95
4.44
0.57
0.52
Helping/Friendly
3.45
4.20
0.73
0.60
Understanding
3.87
4.41
0.66
0.66
Students Responsibility/ Freedom
2.42
3.08
0.68
0.85
Uncertain
1.47
1.80
0.51
0.96
Dissatisfaction
1.57
1.49
0.59
0.83
Admonishing
1.88
1.64
0.76
0.77
Strict
2.91
2.73
0.63
0.71
** < 0.01, * < 0.05
t-tests with
actual and
t value
-15.67**
-19.09**
-15.08**
-17.72**
-7.22**
1.95
6.03**
5.18**
Students view the actual teacher leadership significantly lower than the preferred teacher
leadership. It indicates that the students would prefer the teacher improving his/her leadership
skill. However, the teacher was more certain in his/her teaching-in fact beyond students’
expectation. In addition, the teachers also need improvement in the parts of helping/friendship,
understanding and students’ responsibility/freedom which is statistically significant difference
with students’ preferred. However, students were satisfied with their teachers just like what they
preferred.
Difference between male and female students’ perceptions on the actual teacher’s behaviour
Using the independent sample t-tests procedure, the average item mean for group of male and
female students was used as the unit of analysis to determine the difference between male and
female students’ observation on the actual teacher’s behaviour. From the total sample, there are
166 male 252 female. The result is depicted in Table 2.
Table 3 Average Item Mean, Average Item Standard Deviation and t Value from t-tests with
Independent Samples for Differences Between Male and Female Students’ Perceptions
of the actual QTI (n = 424)
Average Item
Average Item
Mean
Standard Deviation
Scale
t value
Female
Male
Female
Male
Leadership
3.98
3.89
0.54
0.61
-1.55
Helping/Friendly
3.47
3.41
0.68
0.79
-0.77
Understanding
3.92
3.81
0.61
0.73
-1.65
Students Responsibility/ Freedom
2.43
2.40
0.66
0.72
-3.17
Uncertain
1.53
1.44
0.53
0.49
-1.70
Dissatisfaction
1.57
1.56
0.63
0.55
-0.23
Admonishing
1.84
1.91
0.73
0.77
-0.91
Strict
2.88
2.94
0.67
0.56
-0.99
** < 0.01, * < 0.05
Result from t- test for independent sample showed that there are no significant differences
between male and female perception on their teachers interpersonal behaviour. This means that
teachers played fair and more controlled in their teaching. They were not differentiating students
based on their gender. It also showed that teachers were able to create good situation and
environment in the classroom.
The WIHIC Questionnaire Interpretation
Students’ perceptions on the actual WIHIC
The descriptions of the scale item and average mean and standard deviation of the WIHIC
questionnaire are recorded in Table 4.
Table 4. Mean and Standard Deviation of Students perception on Actual WIHIC Scales (n= 424)
Scales
Number of Item
Mean
SD
Student Cohesiveness
8
4.04
0.52
Teacher Support
8
3.37
0.67
Involvement
8
3.13
0.64
Investigation
8
2.99
0.73
Task Orientation
8
3.84
0.58
Cooperation
8
3.59
0.62
Equity
8
3.87
0.73
Table 4 shows that the students performed very good cohesiveness in the classroom (𝑥̅ = 4.04 ±
0.52). They know to what extent they help, and support each others. Likewise, the teachers who
were showed having good helps, befriend, trust, and showed interest in students (𝑥̅ = 3.37 ±
0.67). The teachers also gave opportunities to students to participate in discussion, perform
additional work, and enjoy the class. In addition students showed positive on task orientation. It
means that they were able to complete activities planned and to stay on subject matter as well as
cooperation with other students in completing learning tasks (𝑥̅ = 3.59 ± 0.62). Furthermore,
students agreed that they were treated equally by the teacher (𝑥̅ = 3.87 ± 0.73). Nevertheless,
students were given lees emphasise on the skill and processes of inquiry applied in problem
solving and investigation (𝑥̅ = 2.99 ± 0.73).
Difference between students’ perceptions on the actual and preferred WIHIC
Results from t-tests for paired samples showed that there are significant differences between
students’ perceptions of their actual and preferred learning environment on all scales. A
summary of the average item means and average standard deviation for female and male students
is reported in Table 5.
Table 5 Average Item Mean, Average Item Standard Deviation and t Value from
Paired Samples for Differences Between Students’ Perceptions of the
preferred WIHIC (n = 424)
Average Item
Average Item Mean
Standard Deviation
Scale
Actual Preferred Actual Preferred
Student Cohesiveness
4.04
4.53
0.52
0.59
Teacher Support
3.37
4.14
0.67
0.75
Involvement
3.13
3.93
0.64
0.67
Investigation
2.99
3.80
0.73
0.76
Task Orientation
3.84
4.51
0.58
0.58
Cooperation
3.59
4.15
0.62
0.67
Equity
3.87
4.42
0.73
0.66
**<0.01; *<0.05
t-tests with
actual and
t value
-19.51**
-22.62**
-28.44**
-27.35**
-27.13**
-22.55**
-18.98**
The results, which are consistent with previous studies (Fisher & Fraser, 1983), suggest that most
students would prefer a learning environment which is characterised by having enhancing
students’ cohesiveness, more teachers’ support, Performed more involvement, doing more
investigations, providing clearer task orientation, and ensuring greater cooperation as well as
more equity during class sessions.
Difference between male and female students’ perceptions on the actual learning environment
as measured by WIHIC scales
Table 6 Average Item Mean, Average Item Standard Deviation and t Value from t-tests with
Independent Samples for Differences Between Male and Female Students’ Perceptions
of the actual WIHIC (n = 424)
Average Item
Average Item Mean
Standard Deviation t value
Scale
Female
Male
Female
Male
Student Cohesiveness
4.09
3.96
0.49
0.55
-2.47*
Teacher Support
3.40
3.32
0.64
0.71
-1.22
Involvement
3.16
3.11
0.62
0.67
-0.76
Investigation
2.96
3.03
0.70
0.78
-0.95
Task Orientation
3.88
3.78
0.56
0.61
-1.57
Cooperation
3.65
3.52
0.60
0.62
-2.08
Equity
3.91
3.79
0.73
0.74
-1.67
**<0.01; *<0.05
The table above showed that there are no differences between male and female perceptions of the
classroom-learning environment except for the students’ cohesiveness. Interestingly, female
students performed better cooperation, helpful and supportive with other students compared with
male.
The TOMRA Questionnaire Interpretation
For the finding shows that students have relatively positive attitudes toward Mathematics (𝑥̅ =
3.78 ± 0.76). It indicates that the majority of students are enjoy and interested in learning
Mathematics. They also argue that school should have more mathematics lessons each week.
Among the respondents, 252 of them are female and the others are male. There are no significant
different between female and male students’ attitude toward mathematics.
Association between Teacher Interpersonal Behaviour and Student Attitude
Research from (Fisher & Rickards, 1998) suggested that there are significant correlation between
teacher intrapersonal behaviour and students’ attitude. Leadership, helping/friendly,
understanding and students responsibility/freedom are positively affected to students attitude.
Conversely, if teachers were perceived as showing uncertain, dissatisfaction, admonishing and
strict negatively impact to students’ enjoyment in learning.
The relation between the QTI and student attitude was examined in two ways; simple correlation
and a multiple regression analysis. The former was used to calculate connection between the QTI
scale and the attitude scale and the latter was used to assess the relative weighting of the QTI
scales as joint predictors of attitude. This method also used to determine association between
classroom learning environment and students attitude.
Table 7 Scale correlation between the teacher interpersonal behaviours and students attitudes
Scales
Correlation
Standardised Regression Coefficient
Leadership
0.19**
0.06
Helping/Friendly
0.21**
0.03
Understanding
0.28**
0.10
Students Responsibility/
0.02
0.72
Freedom
Uncertain
-0.12*
-0.07
Dissatisfaction
-0.18**
0.07
Admonishing
-0.32**
-0.28**
Strict
-0.14**
-0.00
**<0.01; *<0.05
All simple correlations between the QTI’ scales and student’ attitudes were significant except for
students’ responsibility. The data above indicated that if teacher provide better leadership, more
helping and understanding, it will effect positively to students’ enjoyment. In contrast, if teacher
shows less uncertainty, dissatisfaction, admonishment and strictness, students will enjoy
mathematics more in the classroom. It is apparent that teachers’ behaviour to their students has a
considerably effect on students’ attitudes towards mathematics.
Linear regression analysis found that only Admonishing scale significantly associated with
students’ enjoyment toward mathematics.
The results are consistent with previous study by Fisher and Rickards except for students’
responsibility and freedom. Meaning that there is no correlation between students responsibility
and students enjoyment in learning mathematics for Indonesian students.
Association between Classroom Learning Environment and Student Attitude
Previous research of Fisher and Rawnsley had shown a significant association between learning
environment and students’ attitude toward mathematics. The most positive attitudes were found
in classroom where students perceived cohesion and equitable treatment from their teacher as
well as opportunity to involve in investigation, cooperation, and providing clearer task
orientation.
Research on classroom learning environment in Indonesia reported that all simple correlation
between whole WIHIC’ scale and students’ attitude were significant. It indicates that if students
perform more cohesiveness and cooperation among them and experience more involvement,
investigation during the lesson will effect positively to students’ attitude. Likewise teacher who
shows supportiveness, providing clearer task orientation and ensuring greater cooperation as well
as more equity will maintain the enjoyment of students in learning mathematics.
The relations between learning environment and students’ attitude toward learning mathematics
in Indonesia are depicted in the Table 8.
Table 8 Scale correlation between classroom learning environment and students attitudes
Standardised Regression
Scales
Correlation
Coefficient
Student Cohesiveness
0.24**
0.03
Teacher Support
0.31**
0.21
Involvement
0.24**
-0.01**
Investigation
0.17**
-0.09
Task Orientation
0.38**
0.40**
Cooperation
0.14**
-0.14*
Equity
0.24**
-0.01
**<0.01; *<0.05
Linear regression analysis revealed that only students’ involvement, task orientation and
cooperation scale were significantly associated with students’ enjoyment in mathematics
classroom. This result suggests that, if mathematics teachers wish to enhance students’
enjoyment in learning mathematics, they should ensure that both students and teachers perform
good learning environment in classroom.
The findings are consistent with previous study of Fisher & Fraser (1983), Fisher & Rawnsley
(1998), and Fisher & Koul (2006) who suggested that classroom environment is strongly
influencing student attitude toward learning mathematics. Meaning, if teachers are able to create
good environment for learning, students will enjoy and pursue good outcome in learning
mathematics.
Conclusion
This study has confirmed that students view their teacher having relative good intrapersonal
behaviour on actual mathematics classroom, however it is significantly lower than what students
prefer. Moreover, this study also revealed that teachers provide relatively equal treatment for
both female and male students. It indicated that teachers were able to create good situation and
environment in the classroom.
The WIHIC questionnaire data have shown that the students performed very good cohesiveness
in the classroom, experienced clear task orientations provided by teachers as well as cooperation
with other students in completing learning task. Likewise, the teachers who were showed having
good helps, befriend, trust, and showed interest in students. Furthermore, students agreed that
they were treated equally by the teacher. Nevertheless, students felt that they were given lees
emphasise on the skill and processes of inquiry applied in problem solving and investigation.
Both QTI and WIHIC’ scales have positive correlation with students attitude. To enhance
students’ enjoyment in learning mathematics, teachers should ensure that they have good
interpersonal behaviour and maintain that both students and teachers perform good learning
environment in classroom.
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