Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia

Mulugeta Atnafu Ayele; Tesfu Belachew Dadi

doi:doi:10.11648/j.edu.20160504.14

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Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia

Mulugeta Atnafu Ayele, Tesfu Belachew Dadi

Published in Education Journal (Volume 5, Issue 4)

Received: 20 May 2016 Accepted: 26 May 2016 Published: 30 June 2016

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Abstract

Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.

Published in	Education Journal (Volume 5, Issue 4)
DOI	10.11648/j.edu.20160504.14
Page(s)	62-70
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Beliefs, Mathematics, Learning, Problem Solving

References

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Mulugeta Atnafu Ayele, Tesfu Belachew Dadi. (2016). Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Education Journal, 5(4), 62-70. https://doi.org/10.11648/j.edu.20160504.14

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Mulugeta Atnafu Ayele; Tesfu Belachew Dadi. Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Educ. J. 2016, 5(4), 62-70. doi: 10.11648/j.edu.20160504.14

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AMA Style

Mulugeta Atnafu Ayele, Tesfu Belachew Dadi. Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Educ J. 2016;5(4):62-70. doi: 10.11648/j.edu.20160504.14

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@article{10.11648/j.edu.20160504.14,
  author = {Mulugeta Atnafu Ayele and Tesfu Belachew Dadi},
  title = {Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia},
  journal = {Education Journal},
  volume = {5},
  number = {4},
  pages = {62-70},
  doi = {10.11648/j.edu.20160504.14},
  url = {https://doi.org/10.11648/j.edu.20160504.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160504.14},
  abstract = {Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.},
 year = {2016}
}

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TY  - JOUR
T1  - Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia
AU  - Mulugeta Atnafu Ayele
AU  - Tesfu Belachew Dadi
Y1  - 2016/06/30
PY  - 2016
N1  - https://doi.org/10.11648/j.edu.20160504.14
DO  - 10.11648/j.edu.20160504.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 62
EP  - 70
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20160504.14
AB  - Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.
VL  - 5
IS  - 4
ER  -

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Author Information

Mulugeta Atnafu Ayele

Department of Science & Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia; Department of Mathematics, Medda Walabu University, Oromiya, Ethiopia
Tesfu Belachew Dadi

Department of Mathematics, Medda Walabu University, Oromiya, Ethiopia

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Plain Text BibTeX RIS

APA Style

Mulugeta Atnafu Ayele, Tesfu Belachew Dadi. (2016). Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Education Journal, 5(4), 62-70. https://doi.org/10.11648/j.edu.20160504.14

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ACS Style

Mulugeta Atnafu Ayele; Tesfu Belachew Dadi. Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Educ. J. 2016, 5(4), 62-70. doi: 10.11648/j.edu.20160504.14

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AMA Style

Mulugeta Atnafu Ayele, Tesfu Belachew Dadi. Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Educ J. 2016;5(4):62-70. doi: 10.11648/j.edu.20160504.14

Copy | Download

@article{10.11648/j.edu.20160504.14,
  author = {Mulugeta Atnafu Ayele and Tesfu Belachew Dadi},
  title = {Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia},
  journal = {Education Journal},
  volume = {5},
  number = {4},
  pages = {62-70},
  doi = {10.11648/j.edu.20160504.14},
  url = {https://doi.org/10.11648/j.edu.20160504.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160504.14},
  abstract = {Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.},
 year = {2016}
}

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TY  - JOUR
T1  - Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia
AU  - Mulugeta Atnafu Ayele
AU  - Tesfu Belachew Dadi
Y1  - 2016/06/30
PY  - 2016
N1  - https://doi.org/10.11648/j.edu.20160504.14
DO  - 10.11648/j.edu.20160504.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 62
EP  - 70
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20160504.14
AB  - Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.
VL  - 5
IS  - 4
ER  -

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