ORGANIZATIONAL BEHAVIOR

DIAGNOSIS PAPER

NAME OF THE STUDENT: SRIRAM. A

REGISTRATION NO:21MBA1008

FACULTY NAME: Prof. VAIDHYANATHA

BALAJI. K.V
COURSE CODE: BMT5115
SLOT: B1+TB1

A STUDY ON ATTITUDE OF STUDENT

TOWARDS MATHEMATICS SUBJECT
 ABSTRACT

The purpose of this study is to understand the attitude of students towards mathematics
subject, the factors which influence the attitude of the students towards the mathematics
subject and how it is determined is explained using Bandura’s social learning theory. when
the student will be cognitive dissonance is also studied. The result of the study shows that the
attitude of the student is negative towards mathematics subject and there are serval factors
that influenced the attitude of the student. In addition, it’s found how the environment forces
the student to be cognitive dissonance at a point.
Keyword: Attitude, Cognitive Dissonance, Mathematics, Bandura’s Social Learning Theory,
Factors Influence Attitude

INTRODUCTION
Organizational behavior field of study that investigates the impact on behavior of individuals,
group, and structure of the organizations, to applying knowledge towards improving an
organization’s effectiveness. Which helps us in understanding the behavioral change of the
person. Attitude is a set of emotion, beliefs and behavior towards object, person, thing, or
event which helps us in evaluate things in a certain way. There are serval factors like
experience, social roles and norms, classical and operant conditioning, observation of people
in the environment, and in addition to it Bandura’s social learning theory also helped the
study in finding out how environment has influence the attitude of the student towards the
subject and it also helped in explaining how student’s attitude gets affected by Cognitive
Dissonance which is incompatibility of an individual who might perceive between two or
more attitude or between behavior and attitudes. This study uses literature review and
knowledge gained in organizational behavior classes to study the attitude of the student
towards the mathematics

Real Life Scenario

This study will discuss about the attitude of the student towards mathematics with the
components of attitude and factors influencing attitude of the student who had scored
low in mathematics. but scored good grades in other subjects . During my higher
secondary education, I had a friend Isha who found mathematics to be difficult to
study comparing with other subjects as her elder brother also felt the same with the
subject and Isha and her brother trends to score low grades in that subject and Isha
disliked studying that subject which made her not to listen any of the classes, less
frequent in class participation and she never complete the assignment on time every
time she comes with an excuse and escapes from submission because of which
instructor had a bad impression on her. but apart from mathematics she outperforms
other students in all subject with a good class participation, and she submits the all the
other subject assignments before time and helps others in doing their assignments .
 She knows that by listening to classes and submitting assignments on time will help
her to score good grade, but she is not interested to do so . And now when I recently
met her, she said she is perusing BBA in some college a course which has less
mathematics in it. I always wonder why she chooses this program for her under
graduation because she is more interested in doing aerospace engineering? and why
she doesn’t like the subject, what is the reason behind her under performance in
mathematics subject ?

Literature Review
1. MAZANA, YAHYA MZOMWE, CALKIN SUERO MONTERO, AND CASMIR
RESPICKIUS OLIFAGE. Investigating students' attitude towards learning
mathematics (2019). Students' learning of and performance in mathematics is
influenced by various components, counting students' attitude towards the subject,
educators informative practices, and school climate. This review was directed to
examine students' attitudes towards learning mathematics in Tanzania. It additionally
looked to learn explanations behind the preferring or detesting mathematics also, the
connection among attitude and performance. We utilized the ABC Model and the
Walberg's Theory of Productivity to explore students' attitudes towards mathematics
and related components. The quantitative and subjective information were gathered
from 419 grade school students, 318 auxiliary school students, and 132 College
students from 17 schools and 6 universities in central area Tanzania utilizing a review.
The gathered information were examined utilizing rates, implies, standard deviations,
ANOVA, connection, relapse and topical examination. The outcomes show that at
first students display an uplifting perspective towards mathematics, yet their attitude
turns out to be less positive as the students push ahead to more significant levels of
instruction. A huge positive feeble connection between's students' attitude and
performance was set up. Mathematics' pleasure and attitude essentially anticipated
students' performance in our information. The components impacting the students'
loving or detesting of mathematics established student's inclination trait, informative
and social mental natural elements. Besides, the outcomes show that disappointment
in assessments is ascribed to instructor pedantic systems, institutional assets, helpless
learning and assessment systems, and inability to get directions. The results give bits
of knowledge to future examination and inducing changes in instructing learning
rehearses that would advance mathematics delight and ensuing better performance in
the subject
2. VYSOKÁ, Jana and Dana SMETANOVÁ Analysis of Attitude of Students Towards
Mathematics and Physics (2016) This paper depicts the consequences of an
examination, which was led at two schools. With the utilization of a survey there were
examined attitudes of the students of two distinct types of study towards mathematics
and physics. The overview was purposely designated at two different group of
students, students of economics and technology concentrating on a consolidated type
of study and Student of teacher training programs concentrating on the full-time type
of study and it was especially centered around the discovery of the accompanying
 realities: regardless of whether the two subjects, mathematics and physics, are
interesting for the students and whether the student knows to utilizing their numerical
and actual information in their field of study and in regular daily existence. Therefore,
the point of this paper was to examine the found outcomes
3. ALPHINE C. LANGAT STUDENTS’ ATTITUDES AND THEIR EFFECTS ON LEARNING AND
ACHIEVEMENT IN MATHEMATICS: A CASE STUDY OF PUBLIC SECONDARY SCHOOLS IN
KIAMBU COUNTY, KENYA. (2015) The persistent under-achievement in mathematics has
justified further exploration to figure out what components have not been considered
nor given sufficient consideration in the on-going change endeavors. The attitude of
students towards mathematics is a factor that is known to impact students' learning
and achievement in the subject. The motivation behind this concentrate consequently
was to decide the impact of students' attitudes towards their learning and achievement
in mathematics by first attempting to build up their attitudes with respect to the
subject and furthermore discovering the elements that impact these attitudes. The
review would give understanding of a portion of the students' practices because of
their attitudes towards the subject and would go far in assisting the students with
creating uplifting outlooks which is a formula for better learning and performance in
the subject. This review embraced a graphic overview configuration because of the
understood idea of the review. The review included somewhere in the range of seven
inspected public auxiliary schools in Kiambu district and the objective populace were
the structure four students who were going to sit for their K.C.S.E assessments.
Purposive and irregular samplings were utilized in choosing the schools and the
students from those schools separately with the utilization of students' polls as a
technique for information assortment. The polls were intended to catch a portion of
the students' insights and convictions regarding the subject which were assembled by
topics including preferring, trouble, value and future assumptions about the subject,
students' numerical capacity and achievement. The review discovered that most
students had an uplifting outlook towards mathematics and that they saw mathematics
as possible, learnable, and significant yet this didn't mean passing marks. The
discoveries likewise show that insights and convictions, seen learning capacities and
skills and past performances of students in mathematics influenced their degree of
inspiration prompting low results. The review suggests the utilization of changed
educational procedures by the educators, which advance revelation and inspire student
interest. The students ought to be urged to apply the showed information and abilities
through input and tasks. There is, accordingly, a need to offer and expand on
encounters and openings that motivate the students to connect completely in the
material reality and obtain information and abilities that would empower them
dominate in the mathematics since they like and worth it.
4. GAFOOR, K. ABDUL, AND ABIDHA KURUKKAN. Why High School Students
Feel Mathematics Difficult? An Exploration of Affective Beliefs (2015). Mathematics
is a fundamental subject of school educational plan and is significant in everyday
living just as in the investigation of different subjects. Nonetheless, there is a typical
conviction that greater part of the students detests mathematics, inferable from a
variety of variables identified with guidance and students' intellectual, emotional, and
 psychomotor properties, topic and the learning climate. This paper explains on the full
of feeling factors impacting learning of school mathematics as seen by the students. A
poll review was directed on a irregular example of 51 standard IX students to acquire
information on their mathematics related anticipations, task esteem convictions, self-
viability convictions, epistemological convictions, objective direction, interest and
tension. Among these students, 88% chose mathematics as the subject loathed by
them and just 6% report, they like mathematics. Significant motivations to hate
mathematics were identified with trouble in understanding the topic, and instructor or
informative related factors. At the point when 20% appraised mathematics as a truly
challenging subject, 54% detailed medium trouble, with just 10% thinking about it as
a simple subject. Around 42% neglect to recognize the approaches to take care of
issues gave in their course book. A huge division of students utilize blind procedures
in learning mathematics and have less versatile self-adequacy convictions and
epistemological beliefs. Implications are added.
5. MATA, MARIA DE LOURDES, VERA MONTEIRO, AND FRANCISCO
PEIXOTO. "Attitudes towards mathematics: Effects of individual, motivational, and
social support factors." (2012).This paper aims to understand how certain different
but interrelated variables such as background, motivation, and social support
could lead to an explanation of student attitudes towards math and to an
understanding of the defining characteristics of these attitudes in the school
environment. Participants comprised of 1719 Portuguese students, from 5th to-twelfth
grade. The review uses a transformation of the "Characteristic Motivation Inventory"
surveying primary determinants of natural inspiration. One segment of the survey
—"In my Math Class"— likewise evaluates student view of instructor and companion
support just as student attitudes. The outcomes uncovered that, as a rule, students held
uplifting outlooks towards mathematics and furthermore featured the principle
impacts of grade and math achievement on these attitudes. No sexual orientation
impact was distinguished albeit the young ladies showed a persistent decrease in
attitudes the further they advanced in school. A progressive investigation utilizing
underlying condition demonstrating showed that motivation related factors are the
fundamental indicators of attitudes towards mathematics and that instructors and the
social help of companions are additionally exceptionally huge in understanding these
attitudes
6. MUHAMMAD SHAHID FAROOQ and SYED ZIA ULLAH SHAH Students’
Attitude Towards Mathematics (2008) Students’ success in mathematics depends
upon their attitude towards mathematics. It also influences the participation rate of
learners. This study was based on a survey of mean passing marks. The discoveries
additionally show that discernments and convictions, seen learning capacities and
skills and past performances of students in arithmetic influenced their degree of
inspiration prompting low results. The study suggests the utilization of fluctuated
informative procedures by the instructors, which advance revelation and inspire
student interest. The students ought to be urged to apply the showed information and
abilities through criticism and tasks. There is in this way, a need to offer and expand
on encounters and openings that motivate the students to connect completely in the
 material truth and gain information and abilities that would empower them dominate
in the math since they like and worth it.high school students about their attitudes
towards mathematics. Student of the Gender comprise the number of inhabitants in
this review. The example of the review was 685 Students of tenth grade chose
advantageously from 10 private and public area schools. A survey was utilized to
look at the attitudes of male and female students towards mathematics at the high
school level. Expressive measurements and degree of importance were utilized for
information examination.
7. METIN YASAR High School Students' Attitudes towards Mathematics (2016) The
purpose of this study is to determine the attitudes of students studying at different
types of high schools towards mathematics classes and to test whether there is a
meaningful difference between the demographic properties of the students and their
attitudes. On the other hand, it has been determined that there is no meaningful
difference between the gender of the students, the gender of the mathematics teachers,
attending to an extra course, receiving private lessons for mathematics, their
perceived success status, educational levels of their mothers, the income level of their
families, the number of siblings, the order of the student in the family as a sibling,
fathers’ and mothers’ profession, and the attitudes of the students.
8. DAVUT KÖCEA, CEMALETTIN YILDIZA, MEHMET AYDINA, RIDVAN
ALTINDA Examining elementary school students’ attitudes towards mathematics in
terms of some variables (2009) The purpose of this study is to determine and compare
how the attitudes towards mathematics of second grade students in elementary school
changes according to some variables. In this research, this questionnaire was administered
to 200 elementary school students from two different primary schools in 2007–2008
education terms in the city of Trabzon, TURKEY. As a result, it is revealed that there are
statistically significant differences in terms of the attitudes towards mathematics according
to their grade levels, but gender of students.
9. SABITA MAHANTA AND MOFIDUL ISLAM Attitude of Secondary Students
towards Mathematics and its Relationship to Achievement in Mathematics (2012)
Investigation of Mathematics at the optional level is the establishment phase of
Higher Education. Each optional school understudy should concentrate on
mathematics as a necessary subject, so he/she gains a fundamental quantum of
Mathematical information as a part of general training. In our public, there exists an
overall conviction that mathematics is a subject for young men. Indeed, even today a
not many individuals support young lady students to select this subject. In the present
concentrate on information have been gathered from auxiliary students through the
poll and their attitudes have been thought about. Likewise, their attitudes and
accomplishments have been thought about.
10. ESHUN B. A Sex-Differences in Attitude of Students Towards Mathematics in
Secondary Schools (2004) The purpose of the study was to investigate Ghanaian
secondary school students’ attitudes towards mathematics. In particular, the study
investigated the students’ attitudes along the following seven dimensions: Confidence in
learning mathematics; Usefulness of mathematics; Success in mathematics; Effective
motivation; Mathematics anxiety; Mathematics as a male domain; Understanding
 mathematics; and Like doing mathematics. The study involved 1419 students from 12
auxiliary schools in the Central and Western Regions of Ghana. Information was gathered
utilizing a poll comprising of 65 things, some of which comprised of explanations to which
the students were needed to concur or differ to mirror their sentiments and attitudes
towards mathematics. The consequences of the review demonstrate contrasts in disposition
between genders in single-sex and blended schools. Young ladies in blended schools
communicated the least achievement and trust in doing mathematics as well as had higher
mathematics nervousness. Not exactly a large portion of the students had mathematics
nervousness. Somewhat the greater part the students were not viably inspired to do
mathematics. As a rule, the students had uplifting perspectives towards mathematics
particularly alongside the attitudinal factors, the value of mathematics, like mathematics,
and achievement in doing mathematics.

Discussion
She has a negative attitude towards the mathematics subject as she found it to difficult study
comparing other subjects (cognitive = evaluation). Because of that she started disliking the
subject and lost interest in it (Affective = feeling). As a result of which she stopped listening
to the instructor’s lecture during mathematics classes and delays in submission of
assignments and the work given to her (behavioral = action). As attitude of her is negative
towards the subject
There are some factors which influence her attitude towards that subject. When she tried to
study mathematics, she found it difficult to study (experience).She observed that many of her
friends who found math as a difficult subject to study (observation).As she found her own
elder brother scored low marks in that subject which influenced her in forming a negative
attitude towards mathematics (conditioning).
According to Albert Bandura’s Social Learning Theory tells how the environment and
cognitive factor influence the human learning behavior. In this case Isha’s friends and her
brother who found math to be tough than other subjects which influenced Isha’s attitude
towards mathematics subject as they found that subject to be tough, she also taught that it as a
tough subject.
And at some point, I believe that she is forced by the environment to be in a stage called
cognitive dissonance where she needs to work hard in the subject to score good grades in her
final exam even though she is not interested to do so.
“Festinger who proposed cognitive dissonance argued that any form of inconsistency is
uncomfortable and that individuals will therefore attempt to reduce it.”
Where same has happened in this case we have discussed she has joined BBA Program which
relatively have less math in it. Where she has reduced the discomfort state by choosing the
program which have less mathematic calculation in it.

Conclusion
The main purpose of this study is to understand the attitude of the student towards
mathematics subject and factor Influencing student’s attitude. The study had shown that the
student has negative attitude towards the subject which has an impact on the student’s
behavior towards that subject that’s is why she has not listened to any of the classes and
delayed the submission of the work/assignment given to her and the factors influencing
student’s attitude are experience which she had with math subject , observation of her friends
finds it difficult to do math problems , and conditioning as her elder brother found it to be
difficult to do the math. Albert bandura’s social learning theory also helps us in explaining
how her attitude towards the subject is formed as she got influenced by her brother and her
friends who felt math to be a difficult subject when it is compared with others. Later at a
point she thought that to improve her overall grade she needs to work hard in math which she
is not interested to do so. Where the cognitive dissonance comes in which is inconsistency is
uncomfortable, so she has reducing that uncomfortable state by reducing math in her
undergraduate program.

References
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2. Vysoká, Jana, and Dana Smetanová. "Analysis of attitude of students towards
mathematics and physics." (2016).
3. Langat, Alphine C. "Students’ attitudes and their effects on learning and achievement
in Mathematics: A Case study of public secondary schools in Kiambu County,
Kenya." Unpublished a Reserch Project, submitted in partial fulfilment of the
requirements for the Degree of Master of Education of Kenyatta University. Available
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https://ir-library. ku. ac. ke/bitstream/handle/123456789/10911/Students [accessed in
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(2015).
6. Mata, Maria de Lourdes, Vera Monteiro, and Francisco Peixoto. "Attitudes towards
mathematics: Effects of individual, motivational, and social support factors." Child
development research 2012 (2012).
7. Mahanta, Sabita, and Mofidul Islam. "Attitude of secondary students towards
mathematics and its relationship to achievement in mathematics." International
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9. Farooq, Muhammad Shahid, and Syed Zia Ullah Shah. "STUDENTS'ATTITUDE
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schools." Mathematics Connection 4.1 (2004): 1-13.