The purpose of this research was to determine the learning environment and mathematics achievements of High Performance Schools (HPS) students. A total of 362 Form Four students participated in the study. It was conducted using the survey methodology, with a set of questionnaire which was divided into Sections A and B. Section A consists of demographic-based questions to find out respondents’ background information. Section B is the What Is Happening In This Class (WIHIC) instrument which consists of 40 items to examine students’ perception of student closeness, teacher support, involvement, cooperation and fairness in the classroom learning environment. In addition, the students’ mathematics achievement was based on the grades of their final examination. The preliminary study produces a Cronbach’s Alpha of 0.952 for WIHIC. Data were processed using SPSS Windows Version 20.0 analyzed to obtain percentage, frequency, mean, standard deviation, t-test and Pearson correlation. The data on students’ perception of their learning environment shows that the element of student closeness has the highest mean value, followed by the elements of cooperation, fairness, teacher support and involvement. In terms of students’ perception of the elements of involvement, cooperation and fairness, the results showed that there was a significant difference between male and female students. In addition, the study also found that there was a significant relationship between the elements of teacher support and fairness, and mathematics achievement.
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