The Mediating Role of Academic Interest in the Relationship between Changes in the Perceived Psychosocial Classroom Learning Environment and Changes in Academic Achievement in Mathematics among Secondary School Students

Abstract

Purpose; This study examined the mediating role of academic interest in the relationship between perceived psychosocial classroom learning environment and Mathematics achievement among secondary school students in the Greater Mbarara Region, Uganda. Methodology: Guided by a post-positivist paradigm, the study employed a longitudinal mixed-methods quasi-experimental design without intervention to examine naturally occurring changes over time. The study involved 448 Senior Three students, 23 Mathematics teachers, and 8 head teachers from eight secondary schools. Quantitative data were collected using the What Is Happening In this Class (WIHIC) questionnaire and curriculum-based Activities of Integration Mathematics tasks administered at baseline and end-line over an eight-week period. Qualitative data were collected through interviews and focus group discussions. Quantitative data were analysed using descriptive statistics, paired-sample t-tests, correlation, multiple regression, and mediation analysis, while qualitative data were thematically analysed. Findings: The findings revealed that changes in academic interest fully mediated the relationship between changes in the classroom learning environment and Mathematics achievement. The direct effect became non-significant after including academic interest (β = -.049, p = .358), whereas the indirect effect remained significant (Sobel z ≈ 6.00, p < .001). Qualitative findings showed that teacher support, group work, supervision, and equitable participation improved learning outcomes when they promoted students’ interest, confidence, and emotional engagement with Mathematics. Recommendations; The study demonstrated that academic interest fully mediates the relationship between the classroom learning environment and academic achievement. Therefore, interventions should prioritize nurturing students’ academic interest through positive emotions, real-life applications of mathematics, and meaningful, challenging learning tasks. Improving classroom conditions is likely to enhance achievement when they first stimulate learners’ interest in mathematics.