Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia
International Journal of Secondary Education
Volume 5, Issue 5, October 2017, Pages: 56-69
Received: Nov. 21, 2017; Accepted: Dec. 6, 2017; Published: Jan. 10, 2018
Views 277      Downloads 23
Authors
Engida Melese Simegn, Yaberus Wolkite General Secondary and Preparatory School, Wolkite, Ethiopia
Zeytu Gashaw Asfaw, School of Mathematical and Statistical Sciences, College of Natural and Computational Sciences, Hawassa University, Hawassa, Ethiopia
Article Tools
Follow on us
Abstract
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.
Keywords
Attitude, Achievement, Component, Scale, Mathematics
To cite this article
Engida Melese Simegn, Zeytu Gashaw Asfaw, Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia, International Journal of Secondary Education. Vol. 5, No. 5, 2017, pp. 56-69. doi: 10.11648/j.ijsedu.20170505.11
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
E. Afari, “Examining the Factorial Validity of the Attitude towards Mathematics Inventory (ATMI) in the United Arab Emirates: Confirmatory Factor Analysis,” International Review of Contemporary Learning Research–An International Journal, No. 1, 15–29, 2012.
[2]
T., J. Ajai and I. B. Imoko, “Gender Differences in Mathematics Achievement and Retention Scores: A case of Problem–based Learning Method,” International Journal of Research in Education and Science, Taraba State University, Nigeria, vol. 1, Issue 1, 2015.
[3]
S. S. Ajay and M. B. Micah, “Sampling Techniques and Determination of Sample Size in Applied Statistics Research: An Overview,” International Journal of Economics, Commerce and Management United Kingdom, vol. 11, Issue 11, 2011.
[4]
Ajisuksmo, C. R. P., & Saputri, G. R., “The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements,” Creative Education, 8, 486-497.
[5]
Amelink, Catherine T., “Female Interest in Mathematics,” Virginia Tech, SWE–AWE.
[6]
Amin Burka, “Factors Affecting the Performance of Female students in Mathematics and Science: The case of selected High Schools in Shashemane, AAU, 2012.
[7]
A. Bayaga and N. Wadesango, “Analysis of Students’ Attitude on Mathematics Achievement–Factor Structure Approach,” University of Fort Hare, South Africa, 2014.
[8]
K. Asante, “Secondary students’ attitudes towards mathematics,” IFE Psychology IA, vol. 20, no. 1, pp. 121–133, 2012, 2012.
[9]
Baharin, H. S., Othman, R. and Azizan, N. (2015). Statistical Analysis on the Determinants of Students’ Academic Achievement: A study in UITM JOHOR. http://World conferences.net, 2015.
[10]
R. Beaumont, “Multiple Linear Regressions”, 2010.
[11]
R. Beaumont, “An Introduction to Statistics Correlation,” 2012.
[12]
Bereket Tesema and Kidus Meskele, “Binary Logistic Regression Analysis in Assessment and Identifying Factors that Influence Students’ Academic Achievement: The Case of Natural and Computational Science,” Wolaita Sodo University, Ethiopia, 2016.
[13]
Boki Tola and Kebede Alemu, “Education System of Ethiopia (Mathematics and Science),” 2012.
[14]
P. G. Brooks, “A Monte Carlo Program for Multiple Linear Regression,” Ohio University, 2008.
[15]
B. Celic and N. Koc., “Effect of Class Size on University Entrance Exam in Turkey,” Procedia–Social and Behavioural Sciences, 919–924, 2015.
[16]
C. Choi, “Junior Students’ Attitude towards Mathematics in a Hong Kong secondary school,” The University of Hong kong, 2015.
[17]
N. Diem and H. T. Lapuente, “The steps to Follow in a Multiple Regression Analysis,” SAS Global Forum, pp–333, 2012.
[18]
Eshetu Asfaw, Dilamo Otore, Tesfaye Ayele, and Zinabu Gebremariam, “Science and Mathematics Secondary Education in Ethiopia,” Tunis, 2009.
[19]
M. S. Farooq and S. Zia, “Students’ Attitude towards Mathematics,” Pakistan Economic and Social Review, volume 46, No. 1, pp. 75–83, 2008.
[20]
A. Field, “One–way Independent ANOVA,” www.discoveringstatistics.com, 2016.
[21]
Genene Bekele, “Attitude toward and Achievement of Natural Science and Mathematics Stream of Female Students in College of Teachers’ Education in Oromia Region,” Addis Ababa University, 2014.
[22]
Getachew Bekele, “Anxiety, Attitude toward Mathematics and Mathematics Achievement of Tenth Grade Students at Government and Private Schools in Kolfe Keranio Sub City of Addis Ababa,” Addis Ababa University, 2015.
[23]
S. Georgiou, P. Stavrinides, and T. Kalavana,” Is Victor better than Victoria at maths?” Educational Psychology in Practice, vol. 23, no. 4, pp. 329–342, 2007.
[24]
J. Guthrie, and K. Knowles, “Promoting reading motivation, in Literacy and Motivation,” Reading Engagement in Individuals and Groups,” L. Verhoven and C. Snow, Eds., Lawrence Erlbaum Associates, Hillsdale, NJ, USA, 2001.
[25]
M. K. Hannula,” The Effect of Achievement, Gender and Classroom Context on Upper Secondary Students’ Mathematical Beliefs,” University of Turku, Finland, 2009.
[26]
B. Hemmings, and R. Kay, “Prior achievement, effort, and mathematics attitude as predictors of current achievement,” Australian Educational Researcher, vol. 37, no. 2, pp. 41–58, 2010.
[27]
J. K. Amunga and A. M. Musasia, “Disparities in Mathematics Achievement among Secondary Schools: The Case of Kenya,” Problems of Education in the 21st Century, Volume 28, 2011.
[28]
L. Kaster and A. Judy, “Gender Differences in Mathematics Attitudes in Coeducational and Single Sex Secondary Education,” University of Sydney, 2016.
[29]
R. Kiamanesh, A. Mahdavi and M. Hezaveh, “Influential Factors Causing the Gender Differences in Mathematics Achievement Scores among Iranian Eight Graders on TIMSS 2003 data,” Teacher Training University, Tehran, 2008.
[30]
K. F. Nimon and F. L. Oswald, “Understanding the Results of Multiple Linear Regression Beyond Standardized Regression Coefficients,” Organizational Research Methods, 16 (4), 650–674, 2013.
[31]
S. M. Lindberg, T. S. Hyde, J. L. Petersen, and M. C. Linn, “New Trends in Gender and Mathematics Performance: a Meta Analysis,” Psychological Bulletin, vol. 136, no. 6, pp. 1123–1135, 2010.
[32]
M. Lovelace and P. Brickman, “Best Practice for Measuring Students’ Attitude towards Learning Science,” Department of Educational Psychology and Department of Biology, University of Georgia, Athens, vol. 12, 606–617, 2013.
[33]
A. A. Majeed, N. G. Darmawan, and P. Lynch, “A confirmatory Factor Analysis of Attitude towards Mathematics Inventory (ATMI),” The university of Adelaide, Australia, vol. 15, No. 1, 121–135, 2013.
[34]
M. L. Mata, V. Monteiro, F. Peixoto, “Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors,” Hindawi Publishing Corporation, 2012.
[35]
J. K. Mensah, M. Okyyere, and M. Kuranchie, “Students Attitude towards Mathematics and Performance: Does the teacher attitude matter?” Journal of Education and Practice, vol. 4, No. 3, 2013.
[36]
MOE, “Education System Ethiopia,” /EP–Nuffic/ 2nd Edition February, 2012.
[37]
MOE, “Education Statistics Annual Abstract,” Ethiopia, 2013/14.
[38]
L. Mohamed and H. Waheed,” Secondary Students’ Attitudes towards Mathematics in a Selected School Maldives,” International Journal of Humanities and Science, Vol. 1, no. 15, pp. 277–281, 2011.
[39]
S. Mubeen,, S. Saled, M. H. Arif, “Attitude towards Mathematics and Achievement in Mathematics among Secondary Level Boys and Girls,” Journal of Humanities and Social Science, vol. 6, Issue 4, pp 38–41, 2013.
[40]
V. S. Mullis, O. M. Martin, G. E. Fierros, L. A. Goldberg, and E. S. Stemler, E., S., “Gender Differences in Achievement: IEA’s Third International Mathematics and Science Study (TIMSS),” Educational Association for the Evaluation of Educational Achievement, Chestnut Hill, MA, 02467 USA, 2000.
[41]
Mulugeta Atnafu, “Relation between Tenth Grade Students’ Attitude and Components of Attitude in Algebra with Algebra Achievements of Addis Ababa Secondary Schools, Ethiopia. Mathematics Education, 9 (1), 57–72, Addis Ababa University, 2010.
[42]
Mulugeta Atnafu, “Secondary School mathematics Teachers’ Attitude in Teaching Mathematics,” Addis Ababa University, Addis Ababa, Ethiopia, Mathematics Education, 9 (1), 57–72, 2014.
[43]
F. Mushtaq, “Gender Difference in Mathematics Achievement,” Karlstads Universitet, 2013.
[44]
E. Mwenda, E. Gitaari, G. Nyaga, G. Muthaa, and G. Reche, “Factors Contributing to Students Poor Performance in Mathematics in Public Secondary Schools in Tharaka South District, Kenya,” Journal of Education and Practice, vol. 4, No. 7, 2013.
[45]
M. Nicolaidou, and G. Philippou, “Attitude toward Mathematics, Self–Efficacy and Achievement in Problem–Solving,” European Research in Mathematics Education III, M. A. Mariotti, Ed., pp. 1–11, University of Pisa, Pisa, Italy, 2003.
[46]
M. Paul and N. Hlanganipai, “The Influence of Students’ Perceptions on Mathematics Performance: A Case of a Selected High School in South Africa,” Mediterranean Journal of Social Sciences MCSER Publishing, Rome–Italy, Vol. 5 No3, 2014.
[47]
K. Sanchez, L. Zimmerman, and R. Ye, “Secondary students’ attitudes toward mathematics,” Academic Exchange Quarterly, vol. 8, no. 2, pp. 56–60, 2004.
[48]
T. Scafidi and K. Bui, “Gender similarities in math performance from middle school through high school,” Journal of Instructional Psychology, vol. 37, no. 3, pp. 252–255, 2010.
[49]
Sileshi Zeleke, “Gender Differences in Mathematics Performance in the Elementary Grades: Implications for Women’s Participation in Scientific and Technical Occupations,” Addis Ababa University, 2001.
[50]
Singh, K., Granville, M. and Dika, S. (2002). Mathematics and science achievement: effects of motivation, interest, and academic engagement, Journal of Educational Research, vol. 95, no. 6, pp. 323–332, 2002.
[51]
Skaalvik, S. and Skaalvik, E. M., “Gender differences in math and verbal self-concept, performance expectations, and motivation,” Sex Roles, vol. 50, no. 3-4, pp. 241–251, 2004.
[52]
M. Tapia, “An Instrument to Measure Mathematics Attitudes,” Berry College, GA mtapia@berry.edu, volume 8, Issue 2, 2004.
[53]
R. Taylor, “Interpretation of the Correlation Coefficient: Basic Review,” Journal of Diagnostic Medical Sonography, Vol. 6, JDMS 1: 35–39, 1990.
[54]
A. Tella, “The impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria,” Eurasia Journal of Mathematics, Science and Technology Education, 3 (2), 149–156, 2007.
[55]
A. Palacios, V. Arias, and B. Arias, “Attitudes towards Mathematics: Construction and Validation of a Measurement Instrument,” Revista de Psicodidactica, 19 (1), 67–91, 2014.
[56]
www.foxitsoftware.com, “Understanding the Independent t–test,” Retrieved on 04–12–2013, version 1.0.0.412, 2013.
[57]
L. Kyei, B. Apam, and K. S. Nokoe, “Some Gender differences in Performance in Senior High Mathematics Examinations in Mixed High Schools,” American Journal of Social and Management Sciences, ISSN print, 2156–1540, 2011.
[58]
I. Michael, “Factors Leading to the Poor Performance in Mathematics Subject in Kibaha Secondary Schools,” The open University of Tanzania, 2015.
[59]
B. Gegbe, A. Sundai, and V. K. Sheriff, “Factors Contributing to Students’ Poor Performance in Mathematics at West African Senior School Certification Examination (A Case Study: Kenema City, Eastern Province Sierra Leone,” International Journal of Engineering Research and General Science, Volume 3, Issue 2, 2015.
[60]
Zeneba Lemesa, “Factors that Affect Students’ Academic Achievement in Government Secondary Schools of Asella Town,” Oromia National Regional State, Ethiopia, 2015.
[61]
PISA, “Student Learning: Attitudes, Engagement and Strategies,” OECD Learning for Tomorrow’s World–2004.
ADDRESS
Science Publishing Group
548 FASHION AVENUE
NEW YORK, NY 10018
U.S.A.
Tel: (001)347-688-8931