Attitudes towards mathematics: A look at attitude to mathematics inquiry and enjoyment of mathematics lessons among Ghanaian students

Baidoo, Stephen Rowland; Assan, Francis Kwaku; Baidoo, Josephine Celestine

doi:10.29322/ijsrp.12.09.2022.p12932

Cited by 2 publications

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“…There is a significant gender difference in the enjoyment of mathematics, with males (20.52) reporting higher levels of enjoyment than females (18.86), t(98)=3.224, p=.001. This result is consistent with the findings reported by Baidoo et al (2022), Tapia and Marsh (2001) and Frenzel, et al (2007). This study found males enjoy learning, understanding, and engaging with mathematical concepts, problems, and activities more than females.…”

Section: Enjoyment and Gendersupporting

confidence: 93%

Students’ Attitude towards Mathematics and its Relationship with Mathematics Achievement

Shakya,

Maharjan

2023

Mangal Res. J.

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This study aims to investigate the relationship between students' attitudes towards mathematics and mathematics achievement among secondary-level students at community schools in Kirtipur Municipality. A convenience sampling method was used to choose schools and random sampling method was adopted to select 100 secondary level students, comprising 50 males and 50 females from five community schools in Kirtipur Municipality. The Mathematics Attitude Scale Short Form (MASSF), developed by Yasar, M. (2014), was employed to evaluate individuals' attitudes towards mathematics. Additionally, mathematics test-item was administrated to measure mathematical achievement. The results of this research revealed a statistically significant positive correlation between students' attitudes towards mathematics and their mathematics achievement. The findings suggest that as students' attitudes become more positive, their performance in mathematics tends to exhibit a concurrent increase. Furthermore, regression analysis revealed that variations in students' attitudes towards mathematics could account for about 26% of the variability in mathematical achievement. These outcomes highlight the significance of attitudes as a predictive factor in determining students' success in mathematics. Understanding the relationship between attitudes and achievement can assist educators, policymakers, and stakeholders in developing strategies and interventions aimed at nurturing positive attitudes and improving students' mathematical achievement.

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Section: Enjoyment and Gendersupporting

confidence: 93%

Students’ Attitude towards Mathematics and its Relationship with Mathematics Achievement

Shakya,

Maharjan

2023

Mangal Res. J.

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“…This may be attributed to the High positive attitude of the pupils towards the subject. Baidoo (2022) stressed that attitudes of pupils toward Mathematics learning can affect and influence their Mathematics results, which in turn can limit their access to taking advantage of opportunities offered by Mathematics.…”

Section: Resultsmentioning

confidence: 99%

“…On the other hand, the academic performance of the learners can also be influenced by how they feel or their attitude towards the subject. Baidoo (2022) stressed that pupils' attitude towards Mathematics is a major influence on and determine their performance in the discipline. Furthermore, Sanchal and Sharma (2017) noted that as the proportion of learners who likes Mathematics increases, there is a corresponding increase in learners' enjoyment in Mathematics lessons.…”

Section: Introductionmentioning

confidence: 99%

Parental Engagement and Pupils’ Attitude: Its Relationship to Mathematics VI Performance

S. Pallugna,

M. Valle

2023

IJRP

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This study aimed to determine the parental engagement, pupils' attitude and academic performance in Mathematics of Southwest II-District Elementary School, Cagayan de Oro City, this School Year 2022-2023. Specifically, this paper sought to do the following: the extent of parental engagement in terms of home engagement; and school engagement; the extent of pupils' attitude towards mathematics in terms of mathematical value; and mathematics enjoyment; to find out the level of pupils' performance in mathematics as measured by their second quarter grade; and to determine the significant relationship between the pupils' performance and parental engagement and pupils' attitude. Questionnaire checklist was the main tool used in generating the necessary data of the study. Correlational design was used in the study. Mean, standard deviation, and Pearson Coefficient of Correlation were the statistical treatment employed in interpreting the data. The parents were highly engaged at home and at school on the academic undertakings of their child. The pupils had a very high positive attitude towards mathematics and their overall performance was satisfactory. Parental engagement and mathematical value as construct of attitude had no significant association with the pupils performance in mathematics. On the other hand, mathematical enjoyment as construct to attitude was statistically associated with their performance in mathematics.

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Attitudes towards mathematics: A look at attitude to mathematics inquiry and enjoyment of mathematics lessons among Ghanaian students

Cited by 2 publications

References 0 publications

Students’ Attitude towards Mathematics and its Relationship with Mathematics Achievement

Students’ Attitude towards Mathematics and its Relationship with Mathematics Achievement

Parental Engagement and Pupils’ Attitude: Its Relationship to Mathematics VI Performance

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