Relationship between Students’ Attitude towards, and Performance in Mathematics Word Problems

Wakhata, Robert; Mutarutinya, Védaste; Balimuttajjo, Sudi

doi:10.1101/2022.11.21.517411

Cited by 1 publication

(3 citation statements)

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“…The findings above confirmed the research conducted by Wakhata et al (2022) on the relationship between students' attitudes and mathematics performance, it appeared that despite the crucial role of mathematics in development of human resource, many learners in the first and second cycle institutions are not very much enthused over mathematics due to their poor attitudes toward the study of the subject at various level of education. It also corroborated the work by other researchers like Arko and Kporyi (2018) in senior high school at Ordoben on students' attitudes toward mathematics and the result showed that, in this modern world, many of these learners found it difficult to solve mathematics problems and hence perform very poorly in their final examinations.…”

Section: Discussionsupporting

confidence: 82%

“…They further explained that learning in any educational environment is related to learners' attitudes hence, attitude plays crucial roles in academic performance (Mensah et al, 2013). Many researchers confirmed that attitudes were important factors that could contributed to student's success in mathematics (Aysun, 2017;Wakhata et al, 2022). However, many students especially their female counterparts thought that mathematics was a complex subject and they were concerned that they could not be successful in mathematics, which affects their attitudes toward the subject negatively (Chand et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Students who believed that mathematics was difficult and that they cannot understand the subject perform low in mathematics. The recent research works on mathematics showed that there was a significant correlation between attitudes and success in mathematics (Wakhata et al, 2022). Attitudes toward mathematics played crucial roles in determining learners' performance in mathematics; those with positive attitudes toward the subject will have high success in mathematics and vice versa.…”

Section: Introductionmentioning

confidence: 99%

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Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana

2023

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Students negative emotions, beliefs, and behaviours toward the study of mathematics have tremendously contributed to their poor performance in the subject and it is caused by factors emanating from home, socio-cultural background, school, students and teachers. The aim of this study was to examine factors promoting the negative attitudes of female students toward the study of Mathematics in five selected Junior High Schools within the Fanteakwa District of Ghana. The researchers, therefore, used the sequential explanatory mixed method in order to generate the data from 125 respondents comprising of 120 female students and 5 mathematics teachers using a questionnaire, a semi-structured interview, and a focused group discussion. The result showed that female learners in the district exhibited negative attitudes toward mathematics as a subject; they developed fear and hatred for the subject, lacked self-confidence. The causative factors of these attitudes included sociocultural backgrounds; the lack of female role models, early marriage, and gender stereotypes. Home factors were the lack of parental support, illiterate parents, overburden household chores and poverty. Teacher factors included not creating the enabling environment for teaching and learning, the lack of teaching learning resources during lesson. The lack of reward pages for teachers and students, in-conducive environments were factors relating to school environment. The study concluded that students in the district had negative attitudes toward learning of mathematics; they considered the subject to be difficult and developed hatred for it. These were attributed to factors relating to home, socio-cultural, school, students and mathematics teachers. The study implied that the government of Ghana and policy makers should develop gender-friendly curriculum, sensitise parents to support their children’s education, train teachers to handle the subject well. The researchers, therefore, suggest that further studies on the topic should be undertaking using a larger sample or the study can be repeated in other districts and or the entire country so that a more holistic picture can be generated.

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Section: Discussionsupporting

confidence: 82%