A Mixed-Methods Inquiry on Constructivist Learning Environment and Mathematics Interest Among Mathematics Major Students

This study examined the relationship between a constructivist learning environment and mathematics interest among mathematics major students at a local college. Adopting a mixed-methods design with a parallel convergent approach, quantitative data were gathered from 130 randomly selected students, while qualitative insights were drawn from interviews and focus groups with 14 purposively chosen participants. Quantitative results revealed a high level of constructivist learning environment and strong mathematics interest, with a significant positive correlation, r(128) = .746, p < .001. Qualitative findings underscored the role of teacher support, real-world applications, and interactive learning in fostering interest. Conversely, mathematics anxiety and environmental constraints were found to hinder engagement. Students employed coping strategies such as self-directed learning, collaboration, and problem-solving. Combining both data sets verified that a well-organized constructivist environment supports engagement, critical thinking, and motivation—essential to maintaining interest and achievement in mathematics. These results underscore the importance of active, responsive classroom environments in developing sustained interest in mathematics.