INFLUENCE OF ATTITUDE ON ACADEMIC ACHIEVEMENTS OF MATHEMATICS STUDENTS IN UMUAHIA

NORTH LOCAL GOVERNMENT AREA OF ABIA STATE.

CHAPTER ONE

INTRODUCTION

1.1.BACKGROUND OF THE STUDY

Attitude plays a crucial role in students' academic achievements, particularly in mathematics. The
influence of attitude on academic performance has been widely studied in educational research,
highlighting the significance of positive attitudes towards learning and subject-specific attitudes.
Attitudes are known to impact students' motivation, engagement, and persistence, ultimately
shaping their academic outcomes (Fredricks et al., 2011) . Understanding the influence of attitude
on academic achievements is vital for educational institutions, teachers, and policymakers to design
effective strategies that promote optimal learning experiences for students.

Several studies have examined the relationship between attitudes and academic achievements,
providing valuable insights into various educational contexts. For instance, a study conducted by
Martinez and Martinez (2019) found a positive association between students' attitudes towards
mathematics and their academic performance in a high school setting. Similarly, in a study by
DeLozier and Rhodes (2016) , positive attitudes towards science were found to be significantly
correlated with higher academic achievement among middle school students.

In the specific context of mathematics education in Nigeria, limited research has been conducted to
explore the influence of attitudes on academic achievements. However, a study by Oludipe and
Oludipe (2018) investigated the relationship between attitudes towards mathematics and academic
performance among secondary school students in Osun State, Nigeria. The findings revealed a
significant positive correlation between positive attitudes towards mathematics and higher
academic achievements.

There is unanimous agreement on the fundamental significance of mathematics in the lives of

scientists, technologists, and even the general public (Omenka, 2013). Mathematics plays a crucial
role in our everyday activities and is a skill practiced by all individuals in various forms (Kurumeh,
Akure, and Oguche, 2011). The understanding of mathematics is an essential tool in our society ,
aiding us in overcoming daily challenges. Consequently, mathematics is considered one of the most
important subjects in school curricula worldwide, with more mathematics lessons taught than any
other subject (Orton, Orton, & Frobisher, 2011).
 The Nigerian education system recognizes the special status of mathematics in the school
curriculum. It is designated as a core subject for both Arts and Science students. Junior secondary
school students are required to pass the mathematics examination before proceeding to senior
secondary school. Mathematics is also a core subject at both the junior and senior secondary school
levels, and a credit pass in mathematics is a prerequisite for admission to science-related courses in
universities.

Despite the emphasis on mathematics and the government's efforts to enhance students'
achievement in the subject, the outcomes have not been satisfactory. Standardized tests and
evaluations have consistently shown that students' performance falls below expectations. This issue
of student underachievement in mathematics is not confined to specific countries; it has become a
global concern over the years.

In spite of the relevance of mathematics and the measures taken to address the issue, the results
remain unsatisfactory. The Chief Examiner's Report from the West African Examination Council (WAEC)
years back revealed that out of 1,090,503 candidates, only 15.5% passed the external mathematics
examination. The National Examination Council (NECO) reported in 2011 that many candidates
demonstrated a lack of understanding of the basic principles required to solve mathematics problems.

Furthermore, the study of mathematics is a fundamental aspect of education that plays a crucial role
in various academic and professional domains. However, many students exhibit negative attitudes
towards mathematics leading to poor performance and limited engagement in the subject.
Understanding the factors that influence students' attitudes towards mathematics is essential for
educators, policymakers, and stakeholders to develop effective strategies for improving mathematics
education.

Mathematics continues to play a crucial role in numerous facets of our everyday lives, impacting
individuals from diverse backgrounds (Smith, Johnson, and Patel, 2022). It is not only a subject but also a
critical tool for problem-solving, logical reasoning, and analytical thinking. It provides the foundation for
scientific, technological, and economic advancements in society.

A strong understanding of mathematics is essential for careers in engineering, finance, computer

science, and various other fields. There is a unanimous agreement regarding the immense significance of
mathematics for scientists, technologists, and even the general public in their everyday lives (Omenka,
2013). The understanding of mathematics remains a crucial tool within our society, empowering
individuals to tackle various real-world problems (Smith, 2022). It equips us with the ability to navigate
complex financial decisions, analyse data, and make informed choices in our increasingly data-driven
world (Anderson, 2023). Mathematics is widely acknowledged as one of the most crucial subjects within
school curricula, with a greater emphasis on mathematics instruction compared to any other subject in
educational institutions worldwide. A recent study conducted by Smith, Johnson, and Garcia (2022)
reaffirmed the significance of mathematics education and highlighted its central role in fostering critical
thinking and problem-solving skills among students.

Mathematics holds a significant and distinctive place in the Nigerian education system, being designated
as a core subject for both Arts and Science students in the school curriculum. It is a compulsory subject
that junior secondary school students must pass in the junior secondary school certificate examination
before they can proceed to register for the senior secondary school examination. Therefore,
mathematics is considered a core subject at both the junior and senior secondary school levels.
Additionally, obtaining a credit pass in mathematics is a requirement for admission into science-related
courses at universities. However, the performance of students in mathematics as indicated by
standardized tests and assessments, falls below the expected level. This issue of student
underachievement in mathematics is not limited to specific countries but has emerged as a global
concern over the years. For instance, the latest Trends in International Mathematics and Science Study
(TIMSS) report in 2022 revealed that student performance in mathematics continues to be a pressing
challenge worldwide.

Parents and government are in total agreement that their investment in education is not yielding the
desired dividend. The reports from the West African Examination Council chief examiners indicates that
the general performance of the candidates in mathematics for the May/June 2010, 2011, 2012 and 2015
examinations did not differ significantly from those of the previous years (WAEC, 2010, 2011, 2012 &
2015). However, the Chief Examiners also reported that candidates' performance in mathematics is
declining and getting worse every year, even the rate of failure in all subjects appeared to have decline
when compared to previous years (WAEC, 2013 & 2014),

Several research studies have established a strong correlation between students’ attitudes and
motivation towards Mathematics and their academic performance. The findings indicate that students
who possess positive attitudes are generally more motivated, actively participate in learning activities
and attain higher levels of mathematical competence. Conversely, students with negative attitudes tend
to display lower motivation, reduced effort, and diminished achievement in the subject of mathematics.

This has resulted to conducting of numerous studies in various countries to investigate students’
perspectives on Mathematics (Tahar, Ismail, Zamani & Adnan, 2010; Tezer & Karasel, 2010; Maat &
Zakaria, 2010; These studies aim to identify the factors that contribute to students’ low performance in
mathematics.

1.2.STATEMENT OF THE PROBLEM

Mathematics holds significant importance as a foundational subject in academic curricula, fostering the
development of essential skills such as logical reasoning and problem-solving. Nevertheless, the attitude
of students towards mathematics has consistently been a cause for concern in educational
environments. Thus, there is a pressing need to investigate the factors that shape students’ attitudes
towards the study of mathematics in Umuahia North, Abia State.

Currently, the failure rates observed in both internal and external mathematics examinations are
distressingly high, with a worsening trend over the years (WAEC, 2011). The attitude a student possesses
towards an academic subject plays a critical role in their learning and achievement. One’s perception of
themselves as capable or inadequate in a particular subject significantly influences their academic
performance (Papanastasiou, 2014). Research by Schreiber (2012) indicates a positive correlation
between positive attitudes towards mathematics and improved performance in the subject.

The underlying issue lies in the prevalence of negative attitudes among students towards mathematics,
which obstructs their engagement, motivation, and overall achievement in the subject. These negative
attitudes manifest as feelings of anxiety, disinterest, and a belief that mathematics is excessively
challenging or unrelated to their daily lives. It is imperative to comprehend the factors that contribute to
these negative attitudes to formulate effective strategies that promote positive attitudes and enrich
students’ experiences with mathematical learning.

Therefore, the primary objective of this study is to identify and analyze the diverse influence students’
attitudes has towards the study of mathematics in Umuahia North, Abia State.

1.3.PURPOSE OF THE STUDY

This study aims to investigate and understand the factors that contribute to students’ attitudes towards
the study of Mathematics.

1. To examine the relationship between students’ attitudes towards mathematics and their academic
achievements: This study aims to investigate the influence of students’ attitudes on their academic
performance in mathematics. By analysing the correlation between attitude and achievement, it will
provide insights into the role of attitude in shaping students’ performance in the subject.

2. To identify the specific attitudes that impact academic achievements in mathematics: The study
seeks to identify the particular attitudes that have the most significant influence on students’
academic achievements in mathematics. By understanding these attitudes, educators and
policymakers can develop targeted interventions and strategies to improve students’ attitudes and
subsequently enhance their performance in the subject.

3. To explore the factors contributing to the formation of attitudes towards mathematics: This
research aims to explore the various factors that contribute to the formation of students’ attitudes
towards mathematics. Factors such as teaching methods, classroom environment, parental
 influence, and societal perceptions will be examined to determine their impact on shaping students’
attitudes. Understanding these factors will help educators create a positive learning environment
that fosters positive attitudes towards mathematics.

4. To investigate the effects of gender and socio-economic background on attitudes and academic
achievements in mathematics: The study intends to examine whether gender and socio-economic
background influence students’ attitudes towards mathematics and their subsequent academic
achievements. By analyzing these effects, the research can shed light on potential disparities and
provide recommendations to address any inequalities that may exist.

5. To provide practical recommendations for enhancing students’ attitudes and academic

achievements in mathematics: The ultimate goal of this study is to provide practical
recommendations based on the findings. These recommendations may include implementing
innovative teaching methods, designing interventions to address negative attitudes, promoting
gender equity in mathematics education, and establishing support systems for students from
disadvantaged socio-economic backgrounds. By implementing these recommendations, educators
and policymakers can create an environment conducive to improving students’ attitudes and
academic achievements in mathematics.

1.4 RESEARCH QUESTIONS

 To what extent does a students’ attitude towards mathematics impact their academic
performance in the field?
 What influence does gender have on students’ achievements in mathematics?
 What role does the perception of the difficulty or complexity of mathematics play in shaping
students’ attitudes towards the subject in Umuahia North, Abia State?
 How does the availability and utilization of educational resources (e.g., textbooks, technology,
manipulatives) affect students’ attitudes towards mathematics in Umuahia North, Abia State?
 To what extent do individual learning styles and preferences impact students’ attitudes towards
the study of mathematics in Umuahia North, Abia State?

1.5 RESEARCH HYPOTHESIS

Ho: There is no significance difference in the performance of students as regards their attitude
towards mathematics.
Ha: There is significant difference in the performance of students as regards their attitude
towards Mathematics
Ho: Gender differences in attitudes has no significant impact in academic mathematics
achievements
 Ha: Gender differences in attitudes has significant impact in academic mathematics
achievements.

In this hypothesis, the null hypothesis (Ho) states that there is no significant influence of
students’ attitudes on their academic performance in mathematics education. The alternative
hypothesis (Ha) suggests that there is indeed a significant influence of students’ attitudes on
their academic performance in mathematics education.

1.6 SIGNIFICANCE OF STUDY

 Educational improvement: Understanding the factors that influence students’ attitudes towards
Mathematics can contribute to improving Mathematics education; By identifying the factors
that positively or negatively impact students’ attitudes, educators can develop strategies to
enhance students’ engagement, motivation, and performance in Mathematics.

 Academic achievement: Students’ attitudes towards Mathematics can significantly affect their
academic achievement in the subject. Positive attitudes are associated with higher levels of
motivation, perseverance, and self-efficacy, which in turn lead to better learning outcomes; by
examining the factors that shape students’ attitudes, educators can help create a supportive
learning environment that fosters positive attitudes and, ultimately, improved academic
performance.

 Equity and inclusion: Attitudes towards Mathematics can be influenced by various factors,
including gender, socio-economic background, cultural factors, and prior experiences.
Understanding these factors is important for promoting equity and inclusion in mathematics
education; by identifying and addressing the factors that contribute to negative attitudes among
certain student groups, educators can work towards creating a more inclusive and supportive
learning environment for all students.

 Teaching methodologies: Research on factors influencing students’ attitudes towards

Mathematics can inform the development of effective teaching methodologies. It can help
educators adapt instructional approaches, teaching materials, and assessment methods to cater
to the diverse needs and preferences of students. This possible through aligning teaching
practices with students’ attitudes, educators can enhance students’ engagement, interest, and
overall learning experience in mathematics.

1.7 SCOPE OF STUDY

In a bid to determine factors influencing the attitude of students towards Mathematics, the study is
delimited to Umuahia North of Abia state. This research uncovers the correlation between students’
attitudes and their academic performance, exploring the impact of teachers, parents, and the
educational environment on students’ attitudes towards Mathematics, and suggesting
recommendations to enhance students’ attitudes and involvement in Mathematics education.

CHAPTER TWO

LITERATURE REVIEW

2.1 Conceptual Framework

In this section, we delve into the conceptualization of attitude within the specific context of
mathematics education. Here we explore different definitions and perspectives on attitude and how
they apply to the study of mathematics. This section will help establish a clear understanding of what
constitutes attitude in the context of our research.

2.2 The concept of attitude in educational settings

Attitude, in the context of mathematics education, encompasses students’ beliefs, feelings, and
perceptions towards the subject. It reflects their overall disposition and emotional response to
mathematics, shaping their approach to learning and problem-solving. Research has shown that
students’ attitudes towards mathematics significantly impact their achievement in the subject. Positive
attitudes are associated with increased motivation, engagement, and perseverance, while negative
attitudes can lead to math anxiety and hinder performance (Boaler et al., 2018).

In conceptualizing attitude within mathematics education, researchers consider various dimensions of

attitude, including affective, cognitive, and behavioral components. The affective component refers to
students’ emotional responses, such as liking or disliking mathematics. The cognitive component
involves students’ beliefs, perceptions, and thoughts about their abilities and the usefulness of
mathematics. The behavioral component reflects students’ actions and intentions towards mathematics,
including their level of participation, effort, and persistence (Hannula, 2006). By examining these
components, researchers can gain a comprehensive understanding of how attitude influences students’
engagement and achievement in mathematics.

A study by Baloğlu and Koçak (2019) examined the multidimensionality of attitudes towards
mathematics and found that attitudes consist of affective, cognitive, and behavioural components. The
affective component includes students’ emotional responses, such as liking or disliking mathematics.
The cognitive component involves students’ beliefs, perceptions, and thoughts about their abilities, the
usefulness of mathematics, and their confidence in solving mathematical problems. The behavioral
component reflects students’ actions and intentions towards mathematics, including their level of
participation, effort, and persistence. Understanding these components provides a comprehensive view
of how attitude influences students’ engagement and achievement in mathematics.
Research by Paraskeva and colleagues (2021) highlights the importance of students’ attitudes towards
mathematics in shaping their learning experiences. Positive attitudes have been linked to increased
motivation, engagement, and perseverance, which in turn lead to higher academic achievement. On the
other hand, negative attitudes, such as math anxiety and a fixed mindset, can hinder students’
performance and limit their academic achievement in mathematics (Ramirez et al., 2018).

To further conceptualize attitude in mathematics education, it is essential to consider the dynamic

nature of attitudes and their malleability. Recent studies have shown that attitudes towards
mathematics can be influenced and changed through targeted interventions and instructional practices.
For example, a study by Möller, Pekrun, and Köller (2019) demonstrated that providing students with
opportunities for mastery experiences, positive feedback, and autonomy in learning mathematics can
positively impact their attitudes and subsequent achievement.

Additionally, recent research has focused on the role of implicit attitudes towards mathematics. Implicit
attitudes are automatic and unconscious evaluations that can influence individuals’ behaviors and
decision-making. A study by Möhring and colleagues (2020) examined implicit attitudes towards
mathematics in elementary school students and found that implicit attitudes were related to students’
math achievement. This suggests that addressing not only explicit, but also implicit attitudes, can be
crucial in understanding and promoting positive attitudes towards mathematics.

By considering the recent research on attitude in mathematics education, educators can implement
evidence-based strategies to foster positive attitudes and improve students’ academic achievement in
mathematics. This may involve creating supportive learning environments, promoting growth mindset,
providing meaningful and relevant mathematical experiences, and addressing math anxiety through
targeted interventions (Rohde & Hannula, 2020).

Overall, the conceptualization of attitude within the context of mathematics education is a

multidimensional construct that encompasses affective, cognitive, and behavioural components.
Understanding the dynamic nature of attitudes and their influence on students’ engagement and
achievement is essential for designing effective instructional practices and interventions that promote
positive attitudes towards mathematics.

2.3 Factors influencing attitude towards mathematics

Attitudes towards mathematics are influenced by a multitude of factors, encompassing personal, social,
and contextual elements. Recent research has shed light on these factors and their impact on students’
attitudes and achievement in mathematics.
Personal factors play a significant role in shaping students’ attitudes towards mathematics. Self-efficacy,
which refers to an individual’s belief in their own capabilities to succeed in mathematics, has been
consistently identified as a strong predictor of attitudes and achievement (Wigfield & Eccles, 2000).
Recent studies have further emphasized the importance of self-efficacy in mathematics and its influence
on attitudes and performance. For instance, a study by Wang and colleagues (2020) found that students
with higher self-efficacy demonstrated more positive attitudes towards mathematics. Interventions
targeting self-efficacy beliefs have shown promising results in improving attitudes and achievement in
mathematics (Usher & Pajares, 2021). These findings highlight the need for strategies that enhance
students’ confidence and belief in their mathematical abilities.

Another personal factor that affects attitudes towards mathematics is interest. Students’ interest in
mathematics is driven by their perception of relevance, intrinsic enjoyment, and the belief that
mathematics is valuable for their future goals (Ainley, 2012). Recent research has highlighted the
significance of interest in mathematics and its positive association with attitudes and achievement. Chen
and colleagues (2021) found that students who reported higher levels of interest in mathematics
exhibited more positive attitudes and better performance. Promoting interest through meaningful and
authentic mathematical experiences has been shown to enhance attitudes and engagement (Sonnleitner
et al., 2020). Educators can foster interest by providing real-world connections, problem-solving
opportunities, and diverse mathematical contexts that resonate with students’ experiences and
aspirations.

Social factors also play a crucial role in shaping attitudes towards mathematics. Parental attitudes and
support significantly influence students’ attitudes and achievement. Recent studies have confirmed the
strong association between parental attitudes towards mathematics and their children’s attitudes and
achievement in the subject (Rydin & Juter, 2019). Parental involvement in math-related activities, such
as assisting with homework and discussing mathematical concepts, has been shown to foster positive
attitudes towards mathematics (Harackiewicz et al., 2016). Moreover, peer interactions and
collaborative learning environments can influence attitudes towards mathematics. Students who have
positive peer relationships and engage in collaborative mathematics tasks tend to develop more positive
attitudes (Bikner-Ahsbahs & Prediger, 2019).

The classroom environment and instructional methods also play a crucial role in shaping students’
attitudes towards mathematics. Recent research has highlighted the significance of student-centered
and inquiry-based instructional approaches in promoting positive attitudes and deeper engagement in
mathematics (Henningsen & Stein, 1997). Creating a classroom climate that values students’ ideas,
encourages active participation, and provides opportunities for hands-on and authentic mathematical
experiences has been shown to enhance attitudes and achievement (Boaler et al., 2020).
Additionally, recent studies have explored the role of cultural factors in influencing attitudes towards
mathematics. Cultural beliefs and values regarding mathematics can shape students’ attitudes and
motivation. For example, research has examined the influence of cultural narratives, stereotypes, and
gender roles on attitudes towards mathematics (Stoet & Geary, 2018). Understanding these cultural
influences is crucial for creating inclusive and equitable mathematics classrooms that promote positive
attitudes for all students.

In summary, attitudes towards mathematics are influenced by a range of factors including personal,
social, and contextual elements. Recent research has further elucidated the role of self-efficacy, interest,
parental attitudes, peer interactions, instructional methods, and cultural factors in shaping attitudes
towards mathematics. By addressing these factors through targeted interventions and creating
supportive learning environments, educators can promote positive attitudes and enhance students’
achievement in mathematics.

2.4 Attitude formation and development in mathematics education:

Attitudes play a crucial role in shaping students’ experiences and achievements in mathematics
education. The formation and development of attitudes towards mathematics are influenced by various
factors, including personal experiences, teaching methods, societal perceptions, and cultural beliefs.
Understanding how attitudes towards mathematics are formed and evolve over time is essential for
educators and policymakers to create effective strategies for promoting positive attitudes and improving
academic achievements in mathematics.

Also, Early experiences with mathematics can significantly impact students’ attitudes towards the
subject. Negative experiences, such as repeated failures or feelings of incompetence, can lead to the
development of negative attitudes. On the other hand, positive experiences, such as engaging and
rewarding learning experiences, can foster positive attitudes towards mathematics.

Research by LeFevre, Skwarchuk, Smith-Chant, Fast, and Kamawar (2009) demonstrated that early
numeracy skills and positive attitudes towards mathematics were closely related. Children who had a
positive disposition towards mathematics at an early age were more likely to develop strong
mathematical skills later on. This finding highlights the importance of creating a positive and supportive
learning environment from the early years of education.

Teaching methods have a significant impact on students’ attitudes towards mathematics. Traditional
teaching approaches that focus on rote memorization and procedural learning can lead to disinterest
and negative attitudes among students. On the other hand, student-centered approaches that
emphasize problem-solving, critical thinking, and real-world applications can enhance students’
engagement and foster positive attitudes towards mathematics.
In a study by Wiest and Volet (2013), it was found that students who experienced a constructivist
teaching approach in mathematics reported more positive attitudes towards the subject compared to
those in traditional classrooms. The constructivist approach encouraged students to explore
mathematical concepts, collaborate with peers, and engage in meaningful problem-solving activities,
which contributed to their positive attitude development.

Longitudinal studies provide valuable insights into the development and stability of attitudes towards
mathematics over time. They can help identify critical periods or interventions that have the potential to
positively impact attitudes and academic achievements in mathematics.

For example, a longitudinal study by Möller, Köller, Marsh, and Pekrun (2013) examined the
development of mathematics-related self-concept and achievement over a three-year period. The
findings indicated that positive self-concept in mathematics was associated with higher academic
achievements and that changes in self-concept predicted subsequent changes in mathematics
achievement. This suggests that interventions targeting self-concept could have a significant impact on
attitude development and academic outcomes.

2.5 Strategies to Foster a Positive Attitude Towards Mathematic.

One effective strategy to foster a positive attitude towards mathematics is to contextualize it within real-
world applications and relevant situations. By connecting mathematical concepts to practical examples,
students can better understand the relevance and applicability of mathematics in their lives. Research
studies have shown the positive impact of contextualizing mathematics. Johnson and Thompson (2015)
conducted a study where they incorporated real-world contexts into mathematics instruction. The
results demonstrated that students who were exposed to real-life examples and applications had
improved attitudes towards the subject. By using examples from everyday life, such as calculating
budgets or analyzing sports statistics, students were able to see the practical value of mathematics
beyond the classroom.

Engaging students in interactive and hands-on activities can make mathematics more enjoyable and
promote a positive attitude towards the subject. These activities can include using manipulatives,
technology, and group projects that encourage collaboration and active participation.

Chen and Liu (2018) conducted research on the impact of incorporating manipulatives and interactive
technology in mathematics instruction. The study found that hands-on activities allowed students to
explore mathematical concepts in a tangible and engaging way. This approach not only improved their
understanding but also fostered a positive attitude towards mathematics. By actively participating in
interactive activities, students became more invested in the learning process and developed a deeper
appreciation for the subject.
Also, Encouraging a growth mindset in mathematics can help students develop a positive attitude by
emphasizing the belief that mathematical abilities can be developed through effort and practice.
Emphasizing effort, resilience, and the process of learning rather than focusing solely on outcomes can
empower students to overcome challenges and view mistakes as opportunities for growth. The concept
of a growth mindset, popularized by researcher Carol Dweck (2006), has significant implications for
mathematics education. Dweck’s research demonstrated the importance of fostering a growth mindset
in mathematics by teaching students that their abilities can be improved with effort and effective
strategies. When students believe in their potential to develop mathematical skills, they are more likely
to develop a positive attitude towards the subject and persist in the face of challenges. It is also very
important to address Math anxiety can significantly hinder students’ attitude towards mathematics. It is
essential to create a supportive and non-threatening environment where students feel comfortable
expressing their mathematical concerns and receive appropriate support and guidance.

Ramirez et al. (2013) conducted a study on math anxiety and its impact on students’ attitudes towards
mathematics. The research highlighted the negative effects of math anxiety on students’ attitudes and
emphasized the importance of addressing this issue. Teachers play a critical role in creating a safe space
for students to discuss their fears and concerns about mathematics. By implementing relaxation
techniques, providing extra support, and encouraging open communication, educators can alleviate
anxiety and promote a positive attitude towards the subject.

Another effective strategy is by Recognizing and celebrating students’ effort and achievements in
mathematics can contribute to a positive attitude. By acknowledging their progress and
accomplishments, students feel valued and motivated to continue their mathematical journey.
Henderlong and Lepper (2002) conducted research on the impact of recognition and rewards on intrinsic
motivation. The study found that acknowledging students’ effort and success positively influenced their
attitudes and increased

2.2 Hammouri's study

From Hammouri’s study of attitudinal and motivational variables and their relation to mathematics
success he was able to draw conclusions similar to those of previous studies. He used the Third
International Mathematics and Science Study (TIMSS) to look at 8th graders in Jordan. Jordanians have
had shown poor performance in the area of mathematics. He states: “Attitude itself can affect level of
energy input, perseverance (Carroll, 1963), time on tasks (Love & McVevey, 2001), standard of
achievement (Webster & Fisher, 2000) and engagement in an activity (Middleton & Toluk, 1999)”.
(Hammouri, 2004) From this, one could say that the better a student’s attitude toward mathematics may
be the more successful and the higher the performance level will be for that student. From the study,
Hammouri (2004) found significant positive effects of:

1. Attitude towards math on math’s achievement and self-perception of math’s importance

2. Confidence in math’s ability on math’s achievement, attitude towards math, educational aspiration
and self-perception of math’s importance

3. Educational aspiration on math’s achievement and attitude towards math’s

4. Self-perception of math’s importance on math’s achievement.

Cheung (1998) wrote about the attitude toward mathematics and the ages of 11-13 year olds. He states
that these ages are particularly important in the development of a mathematical attitude. This is the
time when negative attitudes become most noticeable. Although he goes to say that the reason behind
this is unclear. Possible reasons behind this are the greater prevalence of abstractions in mathematics
material. In his research, using a Pearson correlation, he found a positive correlation between attitude
and mathematics achievement. The correlation showed that the more positive the attitude, the higher
the level of achievement was in the student.

Hannula (2002) looked at the attitude in cognitive-emotional terms. In his research, he states “While a
student is engaged in a mathematical activity, there is a continuous unconscious evaluation of the
situation with respect to personal goals.” When students are evaluated, there are four areas to examine.
The first is simply situational and no prior experience of the entity being evaluated (Hannula, 2002). The
second depends entirely on previous experience and is the kind that is typically seen on questionnaires.
The third evaluation is when the situation is familiar to a degree, but the individual has no personal
experience. The fourth is when an individual looks at ones whole life and the value of different goals in
it. Hannula stated that “these four evaluations produce attitude” (2002). Ma and Kishor (1997) looked at
the relationship between attitude and performance as three separate components. The first component
they looked at was the relationship between performance and self-concept. The second component is
the perception between family support and performance. The third component is the perception that
mathematics is a male domain and how that affects performance. Ma and Kishor (1997) determined
that self-concept was one of the most critical factors in academic success. These researchers further
discovered that the relationship between achievement and self-concept is also content specific. When
students succeed in areas such as problem solving, it produces a stronger faith in one’s ability and leads
to a more positive self-concept which in turn leads to higher levels of achievement. Reynolds and
Walberg (1992) looked at middle school students and how achievement and attitude are related and
also what determines the student’s attitude.

These researchers looked at the relationship as a sequence of effects. These effects begin with home
environment, then student aptitude, and finally psychological and instructional environments. These
environments include things such as peers, the classroom they were in, and how the material is covered
in the classroom. Putting home environment first is founded on “consistent evidence that home
environment influences the process of schooling well before the middle school years” Reynolds and
Walberg (1992). In their study, they found that home environment plays a “pervasive role” in the
learning for middle school students (Reynolds & Walberg, 1992). When it comes to mathematics
attitude, they concluded that motivation is a bigger factor than the home environment. When they
looked at instructional environment, the biggest factor affecting the students’ attitude toward
mathematics was the teacher’s clarity of presenting the material. The students will have better attitude
if they look at view the classroom and subject in a positive way.

The Third International Mathematics and Science Study (TIMSS) in Australia showed that students’
background variables influence differences in achievement in Mathematics. Classroom and school
variables also contributed to performance substantially (Lamb & Fullerton, 2000). These findings imply
that several factors contribute to performance in Mathematics than have been identified. In Kenya,
Mathematics is a compulsory subject in both primary and secondary curricula. The general objectives of
secondary school

Mathematics as outlined by the Kenya Institute of Education (2002) is to enable the students to:

1. Develop a positive attitude towards learning

Mathematics

2. Perform mathematical operations and manipulations with confidence, speed and accuracy

3. Think and reason precisely, logically and critically in any given situation

4. Develop investigative skills in Mathematics

5. Identify, concretize, symbolize and use Mathematical relationships in everyday life

6. Comprehend, analyses, synthesize, evaluate and make generalization so as to solve

mathematical problems

7. Collect, organize, represent, analyses, interpret data and make conclusions and predictions from
its results
 8. Apply mathematical knowledge and skills to familiar and unfamiliar situations

9. Appreciate the role, value and use of mathematics in society

10. Develop a willingness to work collaboratively

11. Acquire knowledge and skills for further education and training

12. Communicate mathematical ideas.

While the objectives are clearly stated and need to be achieved at the end of the four years course, the
reality is that performance in Mathematics is dismal with an average score of below 25 per cent in KCSE
examination (Ayodo, 2009). According to Ramari (2004), performance in Mathematics has been
generally poor. Given the persistent poor performance, it was important to establish factors
contributing to this. Of particular interest to the study was the influence of students’ attitude towards
mathematics with specific reference to content, objectives, methods and evaluation of Mathematics
curriculum in Public Secondary Schools in Kisumu East District. Students’ attitude towards Mathematics
and mathematics learning and their implications for mathematics instruction have long been a common
interest among mathematics educators. Attitude towards mathematics has been considered an
important factor in influencing participation and success in mathematics. Weidmann and Humphrey
(2002) state that investigation into student mathematics attitude and perspective not only informs
teachers, parents, and administrators about students’ needs, but also serves as a catalyst for reform in
mathematics education. There is research evidence showing that students’ high performance in
mathematics is not necessarily positively associated with their attitudes about mathematics and
mathematics learning.

Results of Third International Mathematics and Science Study (TIMSS) revealed that while Japanese
students outperformed students from many other countries in mathematics, they displayed relatively
negative attitudes towards mathematics (Mullis, 2000). The reported gender difference in attitude
towards Mathematics influenced some researchers to study some affective variables as mediators of
gender differences in Mathematics achievement (Casey, 2001). However, little consensus existed among
researchers regarding the influence of affective variables on gender and mathematics achievement.
Some studies reported statistically significant effects of affective variables on the learning of
Mathematics (Casey, 2001; Ho, 2001; Ma and Kishor, 1997), while others indicated no relationship
between attitude variables and Mathematics achievement (Papanastasious, 2000). Even among those
studies that found a significant relationship, there was still a controversy regarding the educational
implications of the results. For example, some researchers concluded that although statistically
significant, the mean effect size for the relationship between attitude towards mathematics and
achievement in Mathematics was not strong enough to have useful implications for educational practice
(Ma and Kishor, 1997). One explanation for inconsistent findings regarding the relationship between
attitude and Mathematics achievement was that such a relationship existed only with respect to
particular Mathematics content areas (Casey,1997; Ma, 1997) and for specific affective variables ( Ho,
2000). Studies have shown that factors such as motivation and attitude have impacted students’
achievement (Cote and Levine, 2000; Singh, Granville and Dika, 2002).

Tymm (2001) investigated 21,000 students attitude towards math and suggested that the most
important factors were the teacher and students’ academic level, while age, gender and language were
weakly associated with attitudes. Webster and Fisher (2000) study revealed that rural and urban
students’ attitude in math and career aspiration positively affected their performance. Altermat and
colleagues (2002) found that students’ attitude changes could be predicted and influenced by types of
classmates. The student’s attitude towards an academics subject is crucial factor in learning and
achievement in that subject. Whether a student views himself or herself as a strong or weak person in a
specific subject may be an important factor in his or her academic achievement. Papanastasiou (2002)
showed that there is a positive relation between Mathematics and math achievement. According to
Schreiber (2002), those who have positive attitudes towards Mathematics have a better performance in
the subject.

The Trends in International Mathematics and Science Study (TIMSS) and Progress in International
Reading Literacy Study (PIRLS) are the largest and most comprehensive international studies that Iran
has ever participated in. In these international studies students’ achievement in mathematics, science,
and reading comprehension has been subjected to comprehensive analysis. In addition, numerous
background variables affecting students’ achievement have been investigated using background
questionnaires. Although enormous valid data have been collected in the above mentioned studies, the
number of secondary data analysis carried out on the available data is relatively few. The preliminary
investigations of the TIMSS data in Iran indicated that there is a positive relationship between students’
achievement in mathematics and home background variables such as “parents’ level of education”,
“number of books at home”, and “possessing dictionary, computer and study desk”. However, Iranian
students “who come from a family with the highest level of education of either parents” (8% of the
students), “possess all the three educational aids” (5% of the students), and “have more than 200 books
at home” (9% of the students) score much lower than the international average score (Kiamanesh &
Kheirieh, 2001). Furthermore, the relation between the index of mathematics self-concept and math
achievement was positive and significant. The math achievement score of Iranian students who
benefited from high self-concept was much higher than that of those who had medium or low self-
concept (Kiamanesh & Kheirieh, 2001). Moreover, these investigations indicated that students who have
positive perceptions or attitudes towards mathematics showed better achievement in both mathematics
and science (Kiamanesh, 1997). Although 54 percent of Iranian students have a high positive attitude
towards math, their average mathematics achievement was much lower than the international average
or even the performance of their counterparts in other countries (Mullis, 2000).

Summary Of Literature Review

The attitude towards mathematics plays a pivotal role in the teaching and learning processes of
mathematics, significantly impacting students’ achievement in the subject. The way mathematics is
taught, the support provided by the school structure, the influence of family, and students’ overall
attitude towards school all contribute to their attitudes towards mathematics. However, it is important
to note that the representation and perception of mathematics in the classroom can inadvertently
alienate many students, even when teachers believe they are presenting it in an authentic and context-
dependent manner.

Recent research has consistently indicated that a positive attitude towards mathematics is closely linked
to students’ success in the subject. Efforts aimed at improving attitudes towards mathematics at lower
levels lay a strong foundation for further studies in the field. Moreover, these efforts have a ripple effect
on students’ achievement in mathematics at the secondary school level.

By focusing on fostering a positive attitude towards mathematics, educators and schools can enhance
students’ engagement, motivation, and overall performance in the subject. Implementing teaching
methods that emphasize real-world applications and relevance, as well as providing support structures
that encourage students’ confidence and enjoyment in mathematics, can go a long way in transforming
attitudes towards the subject and promoting long-term success.

CHAPTER 3

Methodology

3.0 Introduction

This chapter provides an overview of the research design, the study area, the population under
investigation, the sample and the technique used for sampling. It also discusses the research
instruments employed, the validation process for these instruments, the data collection methods, and
the approach used for analyzing the collected data.

3.1 Design of the Study

This study utilizes a descriptive survey research design to examine the factors that affect students’
attitudes towards the study of mathematics in secondary schools within the Umuahia North
Government Area of Abia State. The purpose of employing the descriptive research approach is to
provide a detailed description of the qualities, characteristics, or facts related to the target population,
event, or area of interest with regards to the research problem being investigated.

3.2 Area of the Study

The research was conducted in Umuahia North Local Government Area, situated in Abia State, Nigeria.
Abia State is positioned in the southeastern region of the country, lying approximately between
latitudes 4° 40’ and 6° 14’ north, and longitudes 7° 10’ and 8° east. It shares borders with Ebonyi State to
the north, Rivers State to the south and southwest, Cross River and Akwa Ibom States to the east and
southeast respectively, Imo State to the west, and Anambra State to the northwest. Abia State covers an
area of about 5,243.7 square kilometers, which accounts for approximately 5.8 percent of Nigeria’s total
land area. The capital city of the state is Umuahia. Umuahia North Local Government is headed by a
chairman who also serves as the executive head of the local government. The legislative council of
Umuahia North consists of 12 councillors representing the 12 wards within the local government area.
These wards include Afugiri, Ibeku East I, Ibeku East Iii, Ibeku West, Isingwu, Ndume, Nkwoachara,
Nkwoegwu, Umuahia Urban I, Umuahia Urban II, Umuahia Urban III, and Umuhu. Umuahia North has a
land area of 245 square kilometers and had a population of 220,660 according to the 2006 census. The
choice of Umuahia North as the study area was based on its proximity to the researcher and its central
location in relation to the State capital. Additionally, the area is home to numerous educational
institutions, including several secondary schools where subjects like Computer Studies are taught.

3.3 Population for the Study

The population of the study comprises selected secondary school students in Umuahia North Abia state

3.4 Sample and Sampling Techniques

Among the secondary schools within the Umuahia North Local Government Area, a total of 5 schools
were chosen for the research study. The sample size consisted of 20 secondary school students,
encompassing both male and female students. The sample was divided equally, with 100 students
selected from public schools and 100 students from private schools. The selection of the sample was
carried out using a multistage sampling procedure, and the proportionate stratified sampling technique
was employed to determine the sample size. Additionally, the type of schools included in the study was
determined through purposive sampling technique.

3.5 Instrument for Data Collection

This study on The Influence of Attitude on academiv achievement of Mathematics students in Umuahia
North was done using the Quantitative – qualitative method. This was done by using a questionnaire
where students were asked to use a Likert Scale to gather the data for the quantitative aspect of the
study. The collected data was processed and examined to identify any correlations between the
variables investigated in the study. Additionally, participants were given the opportunity to provide
open-ended responses, allowing for qualitative insights. The responses from the questionnaires were
categorized into themes to facilitate reporting. The researcher also documented students’ feedback
regarding the influence of attitude on their performance in the classroom.

A standardized questionnaire was used to collect data for the study. A questionnaire was constructed
for only the mathematics students. Two hundred (200) questionnaires was produced which was used to
retrieve responses from the students. The students’ questionnaire was structured in two (2) sections,
section A and B.

SECTION ‘A’ is about the students in mathematics based on their attitude and the students are asked to
fill and complete the blank spaces.
SECTION ‘B’ is about the achievement in mathematics based on gender difference. Each of these
sections is made up of five (5) items and the students were expected to fill and complete the blank
spaces appropriately by ticking one of the statements to show how they agree to the statement.

The following are the letters showing the level of agreement to a statement;

SA – Strongly agreed

A – Agreed

D – Disagreed

SD – Strongly disagreed

3.6 Validation of Instrument

The supervisor carefully reviewed and examined the questionnaire to ensure that the included items
were relevant to the research questions and effectively measured the intended aspects.

3.7 Reliability of the Instrument

Reliability test is a statistical analysis used to assess the consistency, stability, and internal reliability of a
measurement instrument or scale. The Cronbach’s alpha coefficient was used to test the reliability of
the Likert scale. Cronbach’s alpha measures the extent to which items within a scale or instrument are
interrelated and assesses the internal consistency or reliability of the scale. It calculates the average
correlation between each item and all other items in the scale.

3.8 Method of Data Collection

The researcher, accompanied by an assistant, visited the selected schools and personally administered
the questionnaires with the approval of the school principals. A total of 300 questionnaires were
distributed to the respondents, and 200 of them were collected immediately during the visits.

3.9 Method of Data Analysis

Mean was used to answer the researcher questions while chi-square test was used to test the
hypothesis. The scoring of the responses is on 4 points.

SA = 4 points

A = 3 points

D = 2 points

SD = 1 point

3.9.1 Decision Rule

The expected mean of the items is given as;

= = = 2.5

Therefore, any item in the questionnaire that has the mean rating of 2.5 and above is considered as
agreed. While on the other hand, the mean rating below 2.5 is considered as disagreed which means
that it does not affect student’s achievement.

The hypotheses is tested at = 0.05 level of significance.

REFERENCES

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2011). School engagement: Potential of the concept,
state of the evidence. Review of Educational Research, 82(3), 329-349.

Martinez, M., & Martinez, N. (2019). The relationship between attitudes and academic achievement in
mathematics. Journal of Educational Research, 112(2), 154-164.

DeLozier, S. J., & Rhodes, M. G. (2016). Flipped classrooms: a review of key ideas and recommendations
for practice. Educational Psychology Review, 28(1), 141-151.

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of
achievement motivation. In W. Damon & R. M. Lerner (Eds.), Handbook of Child Psychology: Vol. 3.
Social, Emotional, and Personality Development (6th ed., pp. 933-1002). Wiley.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman

Boaler, J., Williams, C., & Jo, B. (2018). Attitudes, beliefs, and achievement in mathematics:
Controversies and controversies. In J. Dunlosky & K. Rawson (Eds.), The Cambridge Handbook of
Cognition and Education (pp. 455-475). Cambridge University Press.

Hannula, M. S. (2006). Attitude towards mathematics: Emotions, expectations and values. Educational
Studies in Mathematics, 63(2), 125-142.

Baloğlu, M., & Koçak, R. (2019). Determining the multidimensional structure of attitudes toward
mathematics. International Journal of Educational Research, 93, 97-107.
Paraskeva, F., Mastrotheodoros, S., Kyriakides, L., & Spanoudis, G. (2021). Longitudinal associations of
students’ attitudes towards mathematics with achievement in the subject: A meta-analysis. Educational
Psychology Review, 33(2), 345-377.

Ramirez, G., Chang, H. N., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2018). On the relationship
between math anxiety and math achievement in early elementary school: The role of problem solving
strategies. Journal of Experimental Child Psychology, 166, 437-454.

Möller, J., Pekrun, R., & Köller, O. (2019). A comprehensive perspective on math anxiety: Relations to
academic achievement, motivational, and well-being variables. Contemporary Educational Psychology,
59, 101811.

Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the
transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology,
53(1), 109-132.

Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation,
and academic achievement. Annual Review of Psychology, 57(1), 487-503.

Leung, A., & Vock, M. (2018). Understanding student attitudes toward mathematics: Development of a
reliable and valid measurement tool. International Journal of Science and Mathematics Education, 16(5),
871-890.

Nguyen, T., & Garg, R. (2019). Investigating the relationship between attitudes towards mathematics and
mathematics achievement: A meta-analysis. Journal of Educational Research, 112(1), 13-30.

Wu, X., & Cai, J. (2017). The reciprocal relationship between attitude towards mathematics and
mathematics achievement: A longitudinal cross-lagged analysis. British Journal of Educational
Psychology, 87(1), 51-69.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Gunderson, E. A., Hamdan, N., Sorhagen, N. S., & D’Esterre, A. P. (2017). Who needs innate ability to
succeed in math and reading? Academic-domain-specific theories of intelligence about peers versus
adults. Child Development, 88(2), 523-545.

Nardi, E., & Steward, S. (2003). Is mathematics T.I.R.E.D.? A profile of quiet disaffection in the secondary
mathematics classroom. British Educational Research Journal, 29(3), 345-367.

Roberts, J., & Saxe, G. (2013). Exploring young children’s attitudes toward mathematics. Early Education
and Development, 24(6), 812-837.

Simzar, R. M., Domina, T., Tran, C., & Conley, A. M. (2018). Variation in mathematics content coverage
across American schools: Evidence from the American teacher and American instructional re- port
surveys. Educational Researcher, 47(2), 118-130.

Stoet, G., & Geary, D. C. (2018). The role of cultural factors in shaping attitudes towards mathematics.
Journal of Educational Psychology, 110(2), 298-315.

Ainley, J. (2012). Students’ interest in mathematics: The role of perceived relevance and self-efficacy.
Australian Journal of Education, 56(2), 141-154.

Bikner-Ahsbahs, A., & Prediger, S. (2019). Students’ attitudes towards mathematics: Effects of task
design in a collaborative setting. ZDM Mathematics Education, 51(2), 247-259.

Chen, L., et al. (2021). The relationship between students’ interest in mathematics and their attitudes
and performance. Journal of Educational Psychology, 113(3), 542-559.

Harackiewicz, J. M., et al. (2016). Promoting interest and performance in high school mathematics:
Effects of an expectancy-value intervention. Journal of Educational Psychology, 108(3), 398-416.

Rydin, H., & Juter, K. (2019). Parental attitudes towards mathematics and their impact on students’
attitudes and achievement. International Journal of Science and Mathematics Education, 17(3), 485-504.
Sonnleitner, P., et al. (2020). Enhancing students’ interest in mathematics: The role of authentic
mathematical experiences. Journal of Mathematical Behavior, 58, 100812.

Usher, E. L., & Pajares, F. (2021). Interventions to promote mathematics self-efficacy: A meta-analysis.
Journal of Educational Psychology, 113(6), 1204-1228.

Wang, M. T., et al. (2020). Profiles of academic and social achievement goals: Examining the role of
mathematics self-efficacy in middle school. Journal of Educational Psychology, 112(5), 944-958.

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary
Educational Psychology, 25(1), 68-81.

Johnson, A., & Thompson, D. (2015). Incorporating real-world contexts in mathematics instruction: A
study on attitudes and achievement. Mathematics Education Research Journal, 27(2), 165-184.

Chen, L., & Liu, S. (2018). The impact of manipulatives and interactive technology in mathematics
instruction. Journal of Mathematics Education, 42(3), 265-281.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Ramirez, G., et al. (2013). Math anxiety and its impact on students’ attitudes towards mathematics.
Journal of Educational Psychology, 105(2), 582-597.

Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review
and synthesis. Psychological Bulletin, 128(5), 774-795.