The Impact of Conducive Learning Environments on Learners’ Attitudes Towards Geometry: A Null Relationship

Geometry remains a critical component of mathematics education due to its role in developing spatial reasoning, logical thinking, and problem-solving skills essential for STEM-related fields. However, persistent negative learner attitudes toward geometry continue to hinder achievement and engagement, particularly in under-resourced educational contexts. While existing literature suggests that conducive learning environments positively influence learner attitudes, limited research has explored this relationship specifically within geometry or examined contexts where such relationships may be inconsistent or complex. Therefore, this study investigated the relationship between conducive learning environments and learners’ attitudes toward geometry. Guided by the Community of Inquiry (CoI) framework, the study adopted a mixed-methods approach. Quantitative data were collected through questionnaires and analysed using chi-square tests and contingency coefficients to determine the strength of association between variables. Qualitative data were obtained through semi-structured interviews with mathematics teachers and analysed thematically, with findings interpreted through the lenses of teaching, cognitive, and social presence. The quantitative results revealed a statistically significant and moderately strong relationship between learning environments and learners’ attitudes toward geometry (χ² = 53.146, p < 0.001; V = 0.543). However, qualitative findings indicated that systemic challenges, such as overcrowded classrooms, limited resources, inconsistent pedagogical practices, and weak learner engagement, constrain the effectiveness of these environments. This study contributes to the literature by providing a context-sensitive understanding of the environment–attitude relationship, demonstrating that the alignment of instructional, cognitive, and social factors mediates the impact of conducive learning environments. It further highlights the need for integrated and sustainable interventions to improve geometry learning outcomes.