Attitiude towards Mathematics and Achademic Achievement in Mathematics among Secondary Level Boys and Girls

Mubeen, Sarwat; Saeed, Safia; Arif, Manzoor Hussain

doi:10.9790/0837-0643841

Cited by 30 publications

(30 citation statements)

References 8 publications

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“…Generally, a good, positive attitude toward a particular subject will influence an academic achievement in that particular subject and there is no exception with achievement in mathematics. The attitude toward mathematics and the academic achievement in it at the secondary level students have been reported amongst others by [Ma, 1997, Ma and Xu, 2004, Mubeen et al, 2013. In particular, [Ma and Xu, 2004] apply a statistical method known as structural equation modeling and they conclude that prior achievement of students significantly predicted later attitude across Grades 7-12.…”

Section: Hypothesesmentioning

confidence: 90%

Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme

Karjanto

2017

International Journal of Mathematical Education in Science and

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This article investigates the attitude toward mathematics among the students enrolled in the Foundation Year Programme at Nazarbayev University. The study is conducted quantitatively and an inventory developed by Tapia and Marsh II is adopted in this research. The inventory consists of 40 statements on the five-point Likert scale. Gender, specialization and final high school score in mathematics are collected. The number of valid returned questionnaires is 108. There are 55 males, 53 females, 73 Mathematical-Physics (MP), 22 Biology-Chemistry (BC) and 13 International Relations-Economics (IRE) students. Generally, they have a positive attitude toward mathematics, with the score mean and standard deviation are 3.999 and 0.531 out of five, respectively. We confirm a hypothesis on a positive correlation between previous high achievement in mathematics and favorable attitude toward it. The correlation value is r = 0.300, its effect size is medium and it is extremely significant (p-value = 0.0008 < 0.001). There is no significant difference between male and female students in terms of their attitude toward mathematics (t = 0.6804, p-value = 0.2489 > 0.05). There is a very significant difference between students who specialize in IRE and MP in terms of their attitude toward mathematics (F (2, 105) = 5.6848, p-value = 0.0045 < 0.01).

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Section: Hypothesesmentioning

confidence: 90%

Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme

Karjanto

2017

International Journal of Mathematical Education in Science and

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“…These studies have focused particularly on the subject domain of mathematics. Recently, studies have investigated students' self -confidence in their ability on mathematics in numerous countries around the world [39]. Confidence in learning mathematics, or the degree to which a person feels certain of his or her ability to do well in mathematics, has consistently emerged as an important component of gender -related differences.…”

Section: Confidence In Learning Mathematicsmentioning

confidence: 99%

“…Confidence in learning mathematics, or the degree to which a person feels certain of his or her ability to do well in mathematics, has consistently emerged as an important component of gender -related differences. Studies that compared gender differences in mathematics' selfconfidence have mostly reported that girls had lower confidence in mathematics than boys [39,48]. Despite such differences, as [39] revealed, the girls' confidence in mathematics improved greatly in classes where girls were actively involved in the learning of mathematics.…”

Section: Confidence In Learning Mathematicsmentioning

confidence: 99%

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Simegn¹

2017

IJSEDU

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Exploring why more males achieve more than females in mathematics at secondary school level when there appear to be no gender differences in the achievement at earlier years is worthy of investigation. The aim of this study was to investigate the influence of attitude towards mathematics on the achievement of female students in comparison with their male counterparts and also to examine the relationship between attitudes and mathematics achievement. The participants of the study were 240 grade ten and 127 grade twelve students of General Secondary and Preparatory School in Wolkite Town. These students were selected using stratified random sampling technique. Attitude towards Mathematics Inventory (ATMI) was used to measure students' attitude, whereas their achievement was measured by the score obtained from Mathematics Achievement Test (MAT). Descriptive Statistics, Multiple Linear Regression Models, Independent -samples t -test, and Pearson Correlation Coefficient were employed to analyze the collected data by using a Statistical Package for Social Sciences (SPSS) version 20. The results, in both grade levels, unveiled that students had positive attitude towards mathematics but at medium level, however, the level of female students was less than males. The regression models were fit in predicting the contribution of components of attitude towards mathematics scales on students' achievement. In this regard, 42.8% (Grade 10) and 55.4% (Grade 12) of the variation in the achievement of students were jointly accounted for by the three variables -the enjoyment, the motivation, and the confidence attitude scales. In both grade levels, no significant gender differences were shown in attitudes towards mathematics but females showed greater decline in attitudes in terms of grade level. However, significant gender differences were specified on achievement. Attitude towards mathematics and students' achievement were significantly correlated (r =.660; p <.001 (Grade 10) and r =.735; p <.001 (Grade 12)). Therefore, this study suggests that, the school, the teachers, parents, and concerned bodies have to intervene and design ways in order to enhance students' attitude and performance in mathematics, in particular female students.

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“…In another research, the relationship between attitude towards mathematics and mathematics achievement of 9th and 10th grade level students was examined. Researchers found out that there is a positive relationship between attitude and mathematical achievement only for females and the correlation was not significant for males (Mubeen, Saeed, & Arif, 2013).…”

Section: Gender and School Typementioning

confidence: 99%

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

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Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

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Attitiude towards Mathematics and Achademic Achievement in Mathematics among Secondary Level Boys and Girls

Cited by 30 publications

References 8 publications

Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme

Attitude toward mathematics among the students at Nazarbayev University Foundation Year Programme

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

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