Pre-service Teachers’ Perception of Their Mathematics Classroom Environment in Ghanaian Colleges of Education

Abstract

Classroom learning environment is one of the prominent areas of research in education over the last three decades. The purpose of this study was to investigate pre-service educators’ perception of their mathematics classroom environment in Colleges of Education in the Central Region of Ghana. In all, 186 pre-service mathematics teachers were randomly selected by census to take part in the study. The cross-sectional survey design was adopted. Data were analysed using means, independent samples t-test and one way between group ANOVA. The outcomes indicated that pre-service mathematics teachers have a high level of perception on their classroom environment. It was additionally discovered that there was no factually noteworthy contrast in the view of pre-service mathematics instructors on their classroom condition among male and female in the Colleges of Education. Finally, there was no measurably critical contrast in view of pre-service mathematics educators across the three Colleges of Education. It was recommended that Colleges of Education should maintain the high level of the mathematics classroom atmosphere as being experienced by the three colleges used for this study. It was suggested that the study should be done on a large scale to cover all Colleges of Education in Ghana.