Attitudes towards learning and performance in mathematics among students in selected secondary schools play a crucial role in shaping academic outcomes and future success. Positive attitudes, characterized by enthusiasm, persistence, and a belief in one’s ability to improve, often correlate with higher achievement levels. Conversely, negative attitudes, such as anxiety or a lack of interest, can hinder learning and lead to lower performance. The educational environment, teaching methods, and peer influence all contribute to shaping these attitudes. Therefore, fostering a supportive and engaging atmosphere that promotes a growth mindset and emphasizes the relevance of mathematics can significantly enhance students’ learning experiences and outcomes in secondary schools.
The aim of this study was to explore how students’ attitudes influence their learning and performance in mathematics within secondary schools in Bureti District. The specific objectives were: a) to assess students’ attitudes towards learning and performance in mathematics, b) to determine if these attitudes contribute to inadequate learning and consequently poor performance, and c) to identify factors influencing these attitudes among secondary school students. The study employed a descriptive survey design, and the data collected, primarily descriptive in nature, utilized Mathematics Teachers Questionnaires (MTQ) for teachers and Mathematics Students Questionnaires (MSQ) for students. These instruments were administered to 24 teachers and 359 students respectively, selected from six secondary schools in Bureti District. Data were coded and analyzed using Statistical Package for Social Science (SPSS).
Key findings indicated that a significant issue related to attitudes towards learning mathematics in secondary schools was students’ lack of confidence and interest in their ability to perform well, reported by 45% of respondents. Additionally, 24% noted a lack of interest in mathematics. Concerning attitudes towards the subject itself, 56% strongly agreed that they enjoyed learning mathematics, while the same percentage disagreed strongly that mathematics classes were uninteresting. Furthermore, 49% expressed a strong desire to continue studying mathematics after secondary school. Regarding difficulty, 38% strongly disagreed that understanding mathematics was challenging, while 70% strongly agreed that mathematics was highly useful in life.
Based on these findings, several recommendations are proposed: a) fostering positive attitudes towards learning and excelling in mathematics is crucial in secondary education, involving efforts from teachers, parents, and other stakeholders; b) emphasizing the interconnectedness of attitudes, learning, performance, and practical application of mathematics in the curriculum; c) equipping mathematics teachers with comprehensive understanding of student learning processes to enhance teaching effectiveness; d) using language in mathematics education that promotes positive attitudes; e) providing regular counseling within mathematics departments to address negative attitudes effectively; f) utilizing available resources effectively to reinforce positive or neutralize negative attitudes towards mathematics; and g) ensuring gender equality in encouragement and support for mathematics learning and performance among students.
These recommendations aim to improve attitudes towards mathematics education and subsequently enhance learning outcomes among secondary school students in Bureti District
Declaration
Dedication
Acknowledgement
Table of Contents
List of Tables
List of Figures
List of Abbreviations and Acronyms
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Introduction
1.2 Background to the study
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Objectives of the study
1.6 Research questions
1.7 Significance of the study
1.8 Limitations of the study
1.9 Assumptions of the study
1.10 Conceptual framework
1.11 Organization of the thesis
1.12 Operational definition of terms
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Reinforcing factors of attitudes
2.2.1 Genetic predisposition
2.2.2 Individual student‟s experience
2.2.3 Societal influence
2.2.4 School influence
2.2.5 Mathematics teachers
2.2.6 Gender factor
2.3 Possible interventions
2.3.1 Learning resources
2.3.2 Role of the society
2.3.3 Teacher-students interaction
2.4 Possible expected learning environment
CHAPTER THREE: METHODOLOGY
3.1 Introduction
3.2 Research design
3.2.1 Variables
3.3 Location of the study
3.4 Target population
3.5 Sampling Techniques and Sample Size
3.5.1 Sampling Techniques
3.5.2 Sample size
3.6 Research instruments
3.6.1 Mathematics Teachers‟ Questionnaire (MTQ)
3.6.2 Mathematics Students‟ Questionnaire (MSQ)
3.7 Pilot study
3.7.1 Validity
3.7.2 Reliability
3.8 Data collection Procedures
3.9 Data analysis
3.10 Ethical consideration
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSIONS
4.1 Introduction
4.2 Background Information
4.2.1 Gender Distribution
4.2.2 Types of Schools
4.3 Problems associated with attitudes affecting learning and performance in mathematics
4.4 Students‟ attitudes towards learning and performance in mathematics
4.5. Factors influencing attitudes towards learning and performance in mathematics
4.5.1 Number of lessons taught by mathematics teachers
4.5.2 Years of experience in teaching mathematics
4.5.3 Extent to which teachers liked teaching mathematics
4.5.4 Teachers‟ opinions on mathematics as a subject
4.5.5 Teachers‟ opinions on what students like about mathematics
4.5.6 Strategies to create interest in mathematics among students
4.5.7 Methods used in teaching to enhance learning of mathematics
4.5.8 Methods used by mathematics teachers to motivate students
4.6 Discussions of the findings
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusions
5.4 Recommendations
5.5 Recommendations for Further Research
REFERENCES
APPENDICES
Attitudes Towards Learning And Performance In Mathematics Among Students In Selected Secondary Schools. (n.d.). UniTopics. https://www.unitopics.com/project/material/attitudes-towards-learning-and-performance-in-mathematics-among-students-in-selected-secondary-schools/
“Attitudes Towards Learning And Performance In Mathematics Among Students In Selected Secondary Schools.” UniTopics, https://www.unitopics.com/project/material/attitudes-towards-learning-and-performance-in-mathematics-among-students-in-selected-secondary-schools/. Accessed 21 November 2024.
“Attitudes Towards Learning And Performance In Mathematics Among Students In Selected Secondary Schools.” UniTopics, Accessed November 21, 2024. https://www.unitopics.com/project/material/attitudes-towards-learning-and-performance-in-mathematics-among-students-in-selected-secondary-schools/
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Mathematics is often perceived as a challenging subject by students, influencing their attitudes towards learning and performance in significant ways. These attitudes, whether positive or negative, are shaped by various factors such as teaching methods, curriculum design, parental influence, and peer interactions. Understanding these influences is crucial in fostering a supportive environment that promotes mathematical proficiency and confidence among secondary school students.
Factors Influencing Attitudes Towards Mathematics
1. Teaching Methods and Classroom Environment: The manner in which mathematics is taught plays a pivotal role in shaping students’ attitudes. Innovative teaching methods that encourage interactive learning, problem-solving, and real-world applications tend to foster positive attitudes. Conversely, traditional approaches that emphasize rote memorization and procedural learning can lead to disinterest and frustration among students.
2. Curriculum Design and Relevance: The curriculum’s content and relevance to students’ lives significantly impact their attitudes towards mathematics. A curriculum that integrates practical examples, current issues, and interdisciplinary connections can enhance students’ engagement and appreciation for the subject. On the other hand, a curriculum perceived as irrelevant or disconnected from students’ interests may contribute to negative attitudes and disengagement.
3. Teacher Competence and Support: The competence and enthusiasm of mathematics teachers are critical in shaping students’ attitudes. Teachers who demonstrate proficiency in the subject, communicate effectively, and provide personalized support tend to inspire confidence and motivation in their students. Conversely, inexperienced or disengaged teachers may inadvertently contribute to negative perceptions of mathematics.
4. Peer Influence and Social Dynamics: Peer interactions within the classroom environment can significantly influence students’ attitudes towards mathematics. Positive peer support, collaboration on problem-solving tasks, and a supportive learning community can bolster confidence and interest in the subject. Conversely, peer pressure, competition, or negative social dynamics may hinder students’ willingness to engage actively in mathematics-related activities.
5. Parental Attitudes and Support: Parental attitudes towards mathematics and their involvement in their child’s education also play a crucial role. Supportive parents who demonstrate a positive attitude towards mathematics and provide encouragement at home can enhance their child’s confidence and performance in the subject. Conversely, parental math anxiety or indifference may inadvertently reinforce negative attitudes in their children.
Impacts of Attitudes on Learning and Performance
1. Motivation and Persistence: Positive attitudes towards mathematics are often associated with higher levels of motivation and persistence in learning. Students who view mathematics as meaningful and achievable are more likely to exert effort and seek help when faced with challenges. In contrast, negative attitudes characterized by anxiety or disinterest may lead to reduced motivation and a reluctance to engage deeply with the subject matter.
2. Academic Achievement: Attitudes towards mathematics have a direct correlation with academic achievement. Students with positive attitudes tend to perform better in mathematics assessments and demonstrate higher levels of proficiency. Conversely, negative attitudes can undermine academic performance, resulting in lower grades and diminished learning outcomes.
3. Long-term Career Aspirations: Attitudes towards mathematics can also influence students’ long-term career aspirations and choices. Positive attitudes may inspire students to pursue careers in STEM fields or other professions requiring mathematical skills. In contrast, negative attitudes towards mathematics may deter students from considering such career paths, limiting their future opportunities.
Strategies for Promoting Positive Attitudes Towards Mathematics
1. Implementing Engaging Teaching Strategies: Educators can adopt innovative teaching methods such as inquiry-based learning, project-based assessments, and the use of technology to enhance student engagement and understanding of mathematical concepts.
2. Emphasizing Real-world Applications: Highlighting the relevance of mathematics in everyday life and various career fields can help students appreciate its practical significance and foster positive attitudes towards the subject.
3. Providing Supportive Learning Environments: Creating a supportive classroom climate that encourages collaboration, celebrates effort, and respects diverse learning styles can promote a positive attitude towards mathematics among students.
4. Addressing Math Anxiety and Building Confidence: Recognizing and addressing math anxiety through targeted interventions and building students’ confidence through incremental successes can help mitigate negative attitudes towards mathematics.
5. Involving Parents and Guardians: Educators can engage parents and guardians in promoting positive attitudes towards mathematics by providing resources, communication channels, and opportunities for parental involvement in their child’s mathematical education.
Conclusion
In conclusion, attitudes towards learning and performance in mathematics among secondary school students are influenced by a complex interplay of factors including teaching methods, curriculum design, peer interactions, parental support, and individual perceptions. By understanding these influences and implementing strategies to foster positive attitudes, educators and stakeholders can create a conducive learning environment that promotes mathematical proficiency, confidence, and academic success among students.
Understanding these influences and implementing strategies to foster positive attitudes is essential for creating a conducive learning environment that promotes mathematical proficiency, confidence, and academic success among students.