The objectives of the study were: (1) To find out and compare types of prejudice encountered by adolescents during classroom communication of algebra and their effects on learning as perceived by adolescents and their mathematics teachers. (2) To find out the extent of adolescents encountering each of the seven psychological barriers during classroom communication of algebra as perceived by adolescents. (3) To find out the extent of adolescents encountering each of the seven psychological barriers during classroom communication of algebra as perceived by their mathematics teachers. (4) To compare the perceptions of mathematics teachers and of adolescents about psychological barriers encountered by adolescents during classroom communication of algebra. (5) To find out the extent of observable psychological barriers during classroom communication of algebra in relation to teacher’s major classroom communication skills. (6) To establish, if any, the relationship between level of each of the psychological barriers and level of adolescent’s achievement in algebra. (7) To establish, if any, the relationship between level of each of the psychological barrier and the selected variables under study.

The sample of the study comprised 1600 adolescents of class VIII (1056 males and 544 females), 16% of sample was selected by systematic random sampling method from Rolhapur Zilla Parishad (8 aided, 2 non-aided schools, and 3 English Medium and 9 Marathi Medium schools and all the mathematics teachers teaching algebra to VIII standard in the selected schools. 

The collected data were analyzed by frequency, percentage and chi-square test. 

The findings of the study were: (1) The seven psychological barriers identified were: prejudice, disinterest, inattention, imperceptions, anxiety, unrewarding experience and unfulfilled curiosity. (2) There was difference in perceptions of adolescents and teachers about the extent of adolescents encountering each of the seven psychological barriers. (3) The most frequently observed psychological barriers in adolescents during teacher’s classroom communication of algebra were disinterest during explanation, imperceptions during questioning, inattention during black board writing and anxiety during questioning and evaluation. (4) A significant relationship was found to exist between each of the seven psychological barriers and adolescent’s achievement in algebra. Low achievers in algebra encountered high level of each of the seven psychological barriers. (5) Except the two psychological barriers disinterest and unfulfilled curiosity, there was no significant relationship between each of the rest psychological barriers under study and sex. Male adolescents had high level of barrier as compared to female adolescents. (6) There was no significant relationship between the psychological barriers inattention and unrewarding experience encountered by adolescents and their medium of instruction. While psychological barriers prejudice, disinterest, imperceptions, anxiety and unfulfilled curiosity were significantly related to the medium of instruction. For each of the significantly related barriers, Marathi medium adolescents encountered higher level of barrier as compared to English medium adolescents. (7) There was no significant relationship between the psychological barriers prejudice and unrewarding experience encountered by adolescents and their type of school. Psychological barriers significantly related to the types of school were disinterest, inattention, imperceptions, anxiety and unfulfilled curiosity. (8) Aided school adolescents encountered high level of each barrier than the non-aided school adolescents. There was difference in perception of teachers and adolescents about the reasons for adolescents encountering the psychological barrier disinterest. (9) Syllabus was not related to day-to-day life according to teachers, while adolescents perceived that it was the use of signs and symbols. The most prevalent behavior of adolescents by which teachers identified the barrier disinterest in them was They do not bring homework’. (10) There was difference in perception of teachers and adolescents about efforts of teachers. The most prevalent effort was to reduce inferiority complex in adolescents according teacher. (11) There was difference in perceptions of teachers and adolescents about inattention encountered by adolescents. According to teacher, it was disinterest in students’ while according to adolescents it was difficult nature of the subject’. There was no difference in perception of teachers and adolescents about behaviors of adolescents during inattention. While perception of teaches and adolescents about teacher’s efforts to overcome the barrier had difference. The most prevalent effect of barrier on adolescents’ learning as perceived by them was teaching. (12) There was different in perceptions of teachers and adolescents about the reasons of imperceptions encountered by adolescents. During the barrier imperceptions, teacher’s efforts were to overcome the barriers. The most prevalent effect of psychological barrier imperceptions on adolescents was, creation of tension’. (13) Barrier was encountered by a high percentage of adolescents. There was difference in perceptions of teachers and adolescents about the effect of barrier. Teacher’s perception was based on adolescent’s overt behavior while adolescent’s perception was of covert type. (14) Anxiety barrier was encountered by a high percentage of adolescents. There was difference in perceptions of teachers and adolescents about the effect of barrier. Teacher’s perception was based on adolescent’s overt behavior while adolescent’s perception was of covert type. (15) Rewarding experiences did not affect the adolescent’s learning much and teachers did not get time to give rewarding experience. (16) The most prevalent reason of adolescent’s unfulfilled curiosity, as perceived by teachers, students do not ask difficulties’, while adolescents perceived that they feel not to attend the remaining lesson.