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Original Title: Correlation between students’ attitude towards mathematics and students’ achievement in mathematics

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Correlation between students’ attitude towards mathematics and students’ achievement in mathematics

IOSR Journal of Mathematics (IOSR-JM) vol.11 issue.5 version.2

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e-ISSN: 2278-5728, p-ISSN: 2319-765X. Volume 11, Issue 5 Ver. II (Sep. - Oct. 2015), PP 18-21

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students achievement in mathematics

Samuel Adamu1; Ogunleye, Adeoye A.2; K.O. Arowolo3; and

Charles Onukogu4

1,2,3,4

Federal College of Freshwater Fisheries Technology,P. M. B. 1500,New Bussa, Niger State, Nigeria.

Abstract: Attitude is an integral factor in determining the success of students in mathematics. This work is a

quantitative study which explores the correlation between students attitude towards mathematics and students

achievement in mathematics in Federal College of Freshwater Fisheries Technology, New Bussa, Niger State,

Nigeria. It compares the attitude and achievement of male and female students in mathematics and also

compares their attitude and achievement by level. Sample of the study was 121 students (male = 91 and female

= 30) drawn fromPre-ND, ND and HND in FCFFT, New Bussa. Questionnaire method was used to gather data

on the attitudes of the students and secondary data was collected on the achievement of the students in

mathematics.SPSS 17.0 statistical program was used to analyze the data in this study.The results of this study

indicated that students attitude towards mathematics and students achievement in mathematics are moderately

correlated and there is no significant difference between male and female studentsattitude towards

mathematics but female student slightly have a better performance in mathematics than the male students in

FCFFT, New Bussa. Also HND students have a more positive attitude and achievement in mathematics than

Pre-ND and ND students. It was then concluded that improvement in the attitude of the students will bring

improvement in their performance in mathematics.

Key words: Achievement, Attitude, Correlation,Mathematics, andStudent.

I.

Introduction

Every individual require the knowledge of mathematics to function effectively and efficiently in

todays world irrespective of his/her job or profession[1]. It is a tool that can be used in our daily life to overcome

the difficulties faced[2].Mathematics disciplines the mind, systematizes ones thought and reasoning [3].

Attitude towards mathematics plays a crucial role in the teaching and learning processes of

mathematics. It affects students achievement in mathematics[4].

Students success in mathematics depends upon attitude towards mathematics [4]. It is generally

believed that students attitude towards a subject determines their success in that subject [5].Positive attitudes are

conducive to good performance [6].A number of researchers have demonstrated that there is a

significantcorrelation between attitude and achievement [3][7][8].If students attitude towards a subject is

improved, the performance in the subject will improve [8].

Various researchers concluded that students positive attitude towards mathematics leads towards

success in mathematics[4][9].

Not many school children have interest in the subject even right from the primary school level [1][10].

However, some studies show that students have a relatively positive attitude towards mathematics [11][12].

Also there are many studies that suggest that there is no significant difference between attitude towards

mathematics among male and female students[13][14]. It is generally held that females exhibit less positive

attitudes towards mathematics than males do [3].

A research was conducted in Federal College of Freshwater Fisheries Technology, New-Bussa on

students attitude towards mathematicsand found that students attitude towards mathematics is poor [10]. And it

was recommended that a research be carry out to find the correlation between students attitude towards

mathematics and students achievement in mathematics[10].

This study therefore tries to investigate the correlation between students attitude towards mathematics

and students achievement in mathematicsin Federal College of Freshwater Fisheries Technology, New Bussa,

Niger State, Nigeria.

The specific objective would therefore be;

To find out the correlation between studentsattitude towards mathematics and students achievement in

mathematics.

To examine the attitude score between male and female students in mathematics.

To examine the achievement score between male and female students in mathematics.

To find out the correlation between Pre-ND,ND and HND student attitude towards mathematics.

DOI: 10.9790/5728-11521821

www.iosrjournals.org

18 | Page

Hypotheses

In keeping with objective of the study, the following research hypotheses are formulated;

H01: There isno significant difference between students attitude towards mathematics and students

achievement in mathematics.

H02: There is no significant difference between male and female attitude in mathematics.

H03: There isno significant difference between male and female students achievement in mathematics.

H04: There is no significant difference between Pre-ND, ND and HND students attitude towards mathematics.

H05: There is no significant difference between Pre-ND, ND and HND students achievement in mathematics.

II.

Methodology

The following methods and procedures were adopted in conducting this study.

Population and Sample

Students of both genders constitute the population of this study. The number of students that

participated in this study is 121, of which 91(75%) are male students and 30(25%) are female students.The

sample comprises of all students of Pre-ND, ND1 (Food Science Technology and Fisheries Technology

departments) and HND1 (Agric Extension & Management Department).

Procedures for Data Collection and Analysis

The questionnaire instrument was administered to all the students of Pre-ND, ND1 (Food Science

Technology and Fisheries Technology departments) and HND1 (Agric Extension & Management Department)

individually by the researchers.The choice of these classes is base on the fact that they are the classes that offer

pure mathematics in FCFFT, New Bussa.The questionnaire for students comprised of 16 items based on a 4point likert scale measuring their attitude towards Mathematics. The response were rated as; Strongly Disagree

= 1, Disagree = 2, Agree = 3 and Strongly Agree = 4. The result of students in mathematics for 2014/2015

academic session was collected from FCFFT examiners.

The findings of the study were analyzed using SPSS 17.0 statistical program. In the study, the

statistical measures; means, standard deviation, t-test and Pearsons correlation were calculated.

III.

The respondents of this study are between the ages of 17 and 44.

Table 1: Students achievement scores

L e v e l

S o

L o w

Low

Medium

High

S c o r e s

1

2

5

26 50

51 75

76 100

F r e q u e n c y

1

7

54

40

10

Table2: Analysis of correlation between students attitude and achievement in mathematics

V a r i a b l e

At t i t u d e Sc o r e

VS

Achievement Score

v - v a l u e

p - v a l u e

D e c i s i o n

121

0.408

0.01***

Significant

Table3 : T-test analysis of male and female students attitude towards mathematics

Attitude Score

G e n d e r

M a l e

Female

N

9

30

M e a n

35.5495

34.9333

Std. Deviation

1 1 . 2 6 1 8 0

12.08000

t

. 2 5 5

.246

Sig.(2-tailed)

. 7 9 9 N S

.807

Table4: T-test analysis of male and female students achievement in mathematics

Achievement Score

G e n d e r

M a l e

Female

N

9

30

M e a n

45.0769

54.0000

Std. Deviation

1 8 . 7 7 0 0 9

21.18392

t

-2.186

Sig.(2-tailed)

. 0 3 1 * *

** t-value significant at 5%

DOI: 10.9790/5728-11521821

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19 | Page

Table 5: T-test analysis comparing of Pre-ND and ND 1 students attitude towards mathematics

Attitude Score

L e v e l

P r e - N D

ND 1

N

1

98

M e a n

34.4615

34.9286

Std. Deviation

1 3 . 3 2 6 7 6

11.46150

t

- . 1 3 5

Sig.(2-tailed)

. 8 9 3 N S

Table 6: T-test analysis comparing attitudes of ND 1 and HND 1 students towards mathematics

Attitude Score

L e v e l

N

D

1

HND 1

N

9

10

M e a n

34.9286

41.2000

Std. Deviation

1 1 . 4 6 1 5 0

6.76264

t

-1.696

Sig.(2-tailed)

. 0 9 3 * *

Table 7: T-test analysis comparing achievement of Pre-ND and ND 1 students towards mathematics

Achievement Score

L e v e l

P r e - N D

ND 1

N

1

98

M e a n

43.3846

44.6122

Std. Deviation

1 . 6 8 5 5 5

18.51477

t

- . 2 3 1

-.308

Sig.(2-tailed)

. 8 1 7 * *

.761**

Table 8: T-test analysis comparing achievement of ND 1 and HND 1 students towards mathematics

Achievement Score

L e v e l

N

D

1

HND 1

N

9

10

M e a n

44.6122

78.600

Std. Deviation

1 8 . 5 1 4 7 7

8.38252

t

Sig.(2-tailed)

- 5 . 7 2 6 . 0 0 0 * *

-10.477

.000**

Five important findings emerged from this study. First, in table 2,the result reveals significant

correlation between students attitude towards mathematics and achievement in mathematics at 0.01 level of

significance. Therefore, the null hypothesisH01 is accepted.This finding is similar to the findings of Mahanta at

el (2012), Papanastious (2002), and Aremu (1997) that there is a significantcorrelation between attitude and

achievement.

Secondly, in table 3, there is no significant difference between male and female students attitude

towards mathematics. Therefore the null hypothesisH02 is accepted. This agreed with the findings of Kce, at

el, (2009) and Mohd, at el (2011) that there is no significant difference between attitude towards mathematics

among male and female students, and contradicts the finding of Mahanta at el (2012) that females exhibit less

positive attitudes towards mathematics than males do.

Thirdly, in table 4, there is a significant difference between male and female students performance in

mathematics at 5% therefore the null hypothesisH03 is rejected.

Fourthly, in table 5, there is no significant difference between Pre-ND and ND students attitude

towards mathematics. And in table 6, there is a significant difference between ND and HND students attitude

towards mathematics. Therefore null hypothesisH04 is rejected.

And Fifthly, in table 7 shows that there is a significant difference between Pre-ND student performance

in mathematics and ND1 students. And table 8 also shows that, there is a significant difference between ND1

student performance in mathematics and HND1 students. This may be because the HND1 students might have

been exposed to mathematics twice (both at ND and HND level).Therefore, the null hypothesisH 05 of non

significant is rejected.

IV.

This study shows that attitude of students and achievements of students in mathematics are positively

correlated.There is no significant difference between male and female students attitude towards mathematics

but female students in Federal College of Freshwater Fisheries Technology, New Bussa have a slightly better

achievement in mathematics than their male counterpart. Alsoattitude and achievement of HND students in

mathematics is more positive than that of Pre-ND and ND students. This could be attributed to the fact that

HND students have been exposed to more mathematics courses than the Pre-ND and ND students in Federal

College of Freshwater Fisheries Technology, New Bussa.

Therefore, improvement in the attitude of the students will bring improvement in their performance in

mathematics. And the students should be engage in more practical mathematical activities.

DOI: 10.9790/5728-11521821

www.iosrjournals.org

20 | Page

References

[1]

[2]

[3]

[4]

[5]

[6]

[7]

[8]

[9]

[10]

[11]

[12]

[13]

[14]

Okafor, Chinyere F., and Uche S. Anaduaka (2013): "Nigerian School Children and Mathematics Phobia: How the Mathematics

Teacher Can Help." American Journal of Educational Research 1(7), 247-251.

Bishop, A. J. (1996): International handbook of mathematics education. Springer.

Sabita Mahanta et al (2012): Attitude of Secondary Students towards Mathematics and its Relationship to Achievement in

Mathematics. Int.J.Computer Technology & Applications,Vol 3 (2), 713-715. ISSN:2229-6093.

Muhammad S. F. and Syed Z. S. (2008): Students attitude towards mathematics. Pakistan Economic and Social ReviewVolume 46,

No. 1 (Summer 2008), pp. 75-83.

M.K. Akinsola and F.B. Olowojaiye (2008): Teacher instructional methods and student attitudes towards mathematics. International

Electronic Journal of Mathematics Education. Volume 3, number 1. Pp. 61-73.

Schreiber, J.B. (2000). Advanced mathematics achievement: A hierarchical linear model, PhD Dissertation, Indiana University,

Retrieved from wwwlib.umi.com/dissertations/results.

Papanastasiou, C. (2002). School, teaching and family influence on student attitudes toward science: Based on TIMSS data Cyprus.

Studies in Educational Evaluation, 28, 71-86.

Aremu, O. D. (1997). Effects of two group counseling approach on self-concept, locus to control and attitude on selected

adolescents towards science. Unpublished Phd Thesis Ilorin: University of Ilorin.

Ma, X. and J. Xu (2004), Assessing the relationship between attitude towardsmathematics and achievement in mathematics: A

meta-analysis. Journalfor Research in Mathematics Education, Volume 28(1), pp. 26-47.

Adamu, et al (2015): Students attitude towards mathematics in federal college of freshwater fisheries technology, New Bussa.

American Journal of Research Communication, 2015, 3(4): www.usa-journals.com, ISSN: 2325-4076.

Tezer, M. & Karasel, N. (2010): Attitudes of primary school 2nd and 3rd grade students towards mathematics course. Procedia

Social and Behavioural Sciences, 2.

Yilmaz, C., Altun, S. A. & Ollkun, S. (2010): Factors affecting students attitude towards math: ABC theory and its reflection on

practice. Procedia Social Science and Behavioural Sciences, 2.

Kce, at el, (2009): Examining Elementary School Students Attitudes towards Mathematics in Terms of Some Variables,

Procedia Social and Behavioral Sciences, 1(1). 291-295

Mohd, N., Mahmood, T. F. P. T., & Ismail, M. N. (2011): Factors that influence students in mathematics achievement. International

Journal of Academic Research, 3(3).

Appendix

Sample statements of students attitude towards mathematics

S/No

1

2

3

4

5

6

7

8

9

1 0

1 1

1 2

1 3

1 4

1 5

1 6

Q

u

e

s

t

i

o

n

Mathematics is enjoyable to me.

M a t h e m a t i c s i s e x c i t i n g .

Mathematics subject is easy to learn .

Studying mathematics makes me feel happy.

Mathematics is important in everyday life.

The skills I learn in mathematics class will help me in other classes for my major.

I

l i k e m a t h e m a t i c s .

M a t h em a t i c s m a k e s m e f e e l i m p o rt a n t .

Mathematics is important for my chosen profession.

It takes me less time to understand any idea in mathematics.

I am happier in a mathematics class than in any other class.

Mathematics is a straightforward subject .

Studying mathematics strengthens my thinking ability and gives me pleasure.

Mathematics is not difficult.

Mathematics is stimulating to me.

Mathematics is my best subject.

DOI: 10.9790/5728-11521821

Strongly Agree

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

4

Agre e

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

www.iosrjournals.org

Di sa gree

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

2

Strongly disagree

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

21 | Page

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