PSYCHO-SOCIAL LEARNING ENVIRONMENT IN ELEMENTRAY CLASSROOMS AND ITS RELATIONSHIP WITH STUDENTS’ ACADEMIC ACHIEVEMENT

Teaching learning process, being complex, social, dynamic andinteractive in its nature, is prone to be affected by the psycho-sociallearning environment present in the classrooms. This study wasconducted to explore the prevailing psycho-social learning environmentand its relationship with students’ academic achievement at elementarylevel in District Attock. The population consisted of all the elementaryteachers of Mathematics for 7th Graders of public schools in all six subdistricts of District Attock. Three sub districts (Jund, Hassan Abdal, andPindi Gheb) were selected through cluster sampling technique. Twohundred and twelve mathematics elementary teachers were included inthe sample. For observation, purposive sample was further delimited to25% of the sample of the study. Thus, classrooms of 53 teachers wereobserved. An observation sheet based on three scales of ‘What IsHappening in the Class?’(WIHIC) questionnaire was used for datacollection, while academic achievement of 7th graders was assessedthrough the marks of quarterly exams. Collected data were analyzedthrough SPSS by mean score while Pearson “r” was used to find therelationship between psychosocial environment and academicachievement and standardized regression weights “β” was also appliedto find the effect of psychosocial environment on academic achievement.The findings revealed that most of the elementary classrooms werepsychosocially desirable and were found to be Task oriented andCooperative while Involvement was also found significant at elementarylevel. Positive and significant relationship between psychosociallearning environment and academic achievement was also found.