Secondary students' attitudes towards mathematics

Kwaku Oppong Asante

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Education, Achievement, and Giftedness Mathematics Education and Pedagogy Gender and Technology in Education

Abstract

Attitudes towards mathematics and associated anxiety have been known to plague students with diverse socio-economic backgrounds. The purpose of this study was to investigate senior high student‘s attitudes towards mathematics and to explore sex differences in attitudes towards mathematics among students in Accra. A cross-sectional data containing demographic information and attitudes towards mathematics were collected from 181 students made up of 109 boys and 72 girls. They were conveniently sampled from three high schools. Two anonymous self-administered questionnaires were used namely the demographic data questionnaire and the Attitudes Towards Mathematics Inventory (ATMI). The data was analyzed using the SPSS version 16 for calculating mean and the results revealed that there was a significant difference in attitudes shown towards mathematics between boys and girls. The school environment, teachers attitudes and beliefs, teaching styles and parental attitudes were identified as explanation factors that account for student‘s attitudes towards mathematics. Teachers and other stakeholders in the education industry should organize seminars and workshops for students, parents, teachers and school administrators to enhance and promote positive attitudes towards mathematics.

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1992A power primer.1990Chapter 3: Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics 2002Attitude towards mathematics: emotions, expectations and values 1984Affective Variables and Mathematics Education 2006Teachers’ Beliefs That Matter in Secondary Mathematics Classrooms 2004Causes underlying pre-service teachers' negative beliefs and anxieties about mathematics 1998Perspectives From Social and Feminist Psychology 2005The Relationship Between Student Perceptions of Team Dynamics and Simulation Game Outcomes: An Individual-Level Analysis

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