Assessment of Teachers’ Attitude, Students’ Attitude and Performance in Mathematics in Secondary Schools: A Case Study in Hawassa City and Hawassa Zuria Woredas, Ethiopia
American Journal of Theoretical and Applied Statistics
Volume 8, Issue 3, May 2019, Pages: 94-107
Received: May 11, 2019;
Accepted: Jun. 28, 2019;
Published: Jul. 31, 2019
Views 458 Downloads 97
Tesfaye Getahun Agdie, Department of Mathematics, Hawassa University, Hawssa, Ethiopia
Mamo Teketel Mekasha, Department of Mathematics, Hawassa University, Hawssa, Ethiopia
Anteneh Bezabih Ali, Department of Statistics, Hawassa University, Hawassa, Ethiopia
Mekonnen Mamo, Department of Mathematics, Hawassa University, Hawssa, Ethiopia
Muluken Mitiku, Department of Mathematics, Hawassa University, Hawssa, Ethiopia
Sileshi Gone, Department of Mathematics, Hawassa University, Hawssa, Ethiopia
Follow on us
Mathematics is a tool in which students and youngsters get knowledge and experience about life, they learn how to deal with problems, apply their knowledge into real life problems, improve their ability on logical thinking and reasoning, and getting ready for their future life. The aim of this study was to assess the attitude of students towards Mathematics and to determine factors that affect students’ performance in Mathematics. Primary data was collected from students and their teachers using self-administered questionnaire. Multiple linear regression analysis, One-Way ANOVA, and t-test were used to analyze the data. Out of 347 students participated in this study, 313 students belong to the Tabor Secondary School and Boricha Secondary School, government schools. The rest 34 students belong to Saint Daniel Comboni Secondary School, which is a private school. About 68% of the respondents did not agree on the existence of Mathematics club that's dedicated to maximizing Mathematics excellencies other than usual course schedule in their school. Most teachers disagreed on students’ effort to find out the reasons for their mistakes while they solve mathematical problems instead they simply accepted their mistakes. Results also showed that scores of students at Comboni (private school) were higher than score of students at Tabor and Boricha schools (government schools). Male students had better Mathematics scores than female students in these schools. Students who were interested in Mathematics course had a better score than those students who were not interested. Sex of students, students’ laziness to attend Mathematics related courses, students believe that Mathematics is an easy subject, students score in grade 10 national exam, student interest to solve Mathematics' problems with their classmates, the time that the student spent per week to study Mathematics, and their communication with their Mathematics teacher were the significant factors that determine the performance of the student in Mathematics. The researchers recommended that all concerned bodies have to do a lot in order to improve performance of students since Mathematics is a key subject for science and technology.
Students, Mathematics, Performance, Teachers, Linear Regression Model
To cite this article
Tesfaye Getahun Agdie,
Mamo Teketel Mekasha,
Anteneh Bezabih Ali,
Assessment of Teachers’ Attitude, Students’ Attitude and Performance in Mathematics in Secondary Schools: A Case Study in Hawassa City and Hawassa Zuria Woredas, Ethiopia, American Journal of Theoretical and Applied Statistics.
Vol. 8, No. 3,
2019, pp. 94-107.
Copyright © 2019 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.
Cuoco, A., (1995). Some Worries about Mathematics Education, Math. Teacher, 88, 186-187.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males. Journal for Research in Mathematics Education, 7 (5), 324326. doi: 10.2307/748467.
Aiken, L. R. (1970). Attitudes towards Mathematics. Review of Educational Research, no.40.
Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3 (1), 60–73.
Hart, L. E. (1989). Describing the affective domain. Saying what we mean. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 37–48). New York: Springer.
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65–97). New York: Macmillan.
Johnson, M. L. (1984). Blacks in mathematics: A status report. Journal for Research in Mathematics Education, 15, 145-153.
Kenny, J. and Russell, A. (2014). Student’s Attitude towards Mathematics at the University of Evora, Portugal, Proceedings of EDULEARN 14 Conference 7th -9th July 2014, Barcelona, Spain, ISBN: 978-84-617-0557-3.
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis. Journal for Research in Mathematics Education, 28 (1), 26-47.
Mandler, G. (1989). Affect and Learning: Causes and Consequences of Emotional Interactions. In D. B. McLeod and V. M. Adams (Eds), Affect and Mathematical Problem-Solving: A New Perspective (pp. 3-19). New York: Springer-Verlag.
McLeod, D. B. (1994). Research on affect and mathematics learning. Journal for Research in Mathematics Education, 25, 637–647.
Mensah, J. K. (2013). Student Attitude towards Mathematics and Performance: Does the Teacher Attitude Matter? Journal of Education and Practice, ISSN 2222-1735 (Paper) ISSN 2222-288X (Online), Vol. 4, No. 3, 2013.
Nicolaidou, M. and Philippou, G. (2001). Attitudes Towards Mathematics, Self-Efficacy and Achievement in Problem-Solving, European Research in Mathematics Education III.
Odhiambo, E. O. and Standslause (2013). Teachers and Students Attitude towards Mathematics in Secondary Schools in Siaya County, Kenya, Asian Journal of Management Sciences and Education, ISSN: 2186-845X, ISSN: 2186-8441 Print, Vol. 2, No. 3, July 2013.
Zan, R. and Martino, P. D. (2007). Attitudes toward Mathematics: Overcoming positive/negative dichotomy. The Montana Mathematics Enthusiasts Monograph, 3, 157-168.