Analysis of Students’ Commitment and Attitude towards Mathematics in Secondary School of Dega Woreda, Oromia National Regional State, Ethiopia

Yilfashewa Seyoum Mekuria, Seleshi Demie Alemu, Hulualem Tadesse

Abstract


The purpose of this research was to analyze the magnitude and intensity of student commitment and attitude towards mathematics in secondary schools of Dega Woreda. A single case study with the involvement of 283 students of grade 10 and 12 of Dega Woreda and all mathematics teachers of the respective grades were considered. Purposive and simple random sampling techniques were employed to select the subjects of the study. Questionnaires and interview as tools for the collection of data were used. The findings reveal that students’
scholastic performance is a pass mark and yet, it is not up to the expected level. Though students believe to have favorable attitude and commitment towards mathematics, their performance is very low especially on grade 10 and 12 national examinations. This implies that the behavioral (action) aspect of attitude towards mathematics is relatively the most challenging area in learning mathematics. The results indicate that there is no significant mean difference in attitude towards mathematics between male and female and between secondary and preparatory school students. It is suggested that mathematics teachers should apply appropriate methods of teaching, make an ongoing evaluation, and give continuous feedback to the students with the class size reduced to an optimum number of students (40 to 50). Teachers need to motivate and create conditions in which female students can effectively deal with mathematics classes. In this regard, professional women in science and technology fields may be invited to address how they succeeded in their study to build up the self-esteem of female students in mathematics.


Keywords


student, students attitude, commitment, mathematics, secondary schools

Full Text:

PDF

References


Aghenta, J. A. (2010). Access by women to scientific studies and technological training. In Report of the National Workshop on Promoting Science, Technology, and Mathematics among Females

and Women in Kenya. Ikoyi-Lagos, Kenya. pp. 37-39.

Akey, T. (2006). School context, students' attitude, behaviour, and academic achievement: An exploratory analysis. California: Tech.Rep., MDRC.

Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60-73.

Asante, K. (2012). Secondary school students' attitude towards mathematics. IFE Psychology IA, 20(1),121-133.

Bajah, S. T., & Bozimo, H. (2010). Low performance of females in mathematics, science, and technology education. In Report of the National Workshop on Promoting Science, Technology, and Mathematics among Females and Women in Kenya. Ikoyi-Lagos, Kenya. pp. 45-54.

Barton, A. C. (2000). Crafting multicultural science education with pre-service teachers through service learning. Journal Curriculum Studies, 32(6), 797-820.

Caglar, M. (2003). Mathematics and language. The Turkish Online Journal of Educational of Educational Technology, 2(3), 1303-6521.

Crano, W. D., & Prislin, R. (2006). Attitude and persuasion. Annual Review of Psychology, 57, 345-374.

Farooq, M. S., & Shah, S. Z. U. (2008). Students’ attitude toward mathematics. Pakistan Economic and Social Review, 48(1), 75-83.

Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In Leder, G., Pehkonen, E., and Torner, G. (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Netherlands: Dordrecht, Kluwer.

George, R. (2000). Measuring change in students' attitude toward science over time: An application of lattent variable growth modeling. Journal of Science Education and Technology, 9(3), 213-225.

Georgiou, S., Stavrinides, P., & Kalavana, T. (2007). Is Victor better than Victoria at mathematics? Educational Psychology in Practice, 4(23), 329-342.

Habtamu W. (2004). Gender and the regional disparity in opportunity to higher education in Ethiopia: Challenges for the promotion of social justice. The Ethiopian Journal of Education, 1(2), 1-16.

Haron, Z. (2001). Exploring matriculation students' learning problems at UKM, Bangali campus. Proceedings of the Educational Seminar on teaching strategy and students’ diversity. Bangi: Fakulti Pendidikan Universiti Kebangsaan Malaysia.

Kind, P., Jones, K., & Barmby, P. (2007). Development attitudes towards science measures. International Journal of Science Education, 29(7), 871-893.

Lindberg, S., Hyde, J., Peterson, J., & Linn, M. (2010). New trends in gender and mathematics performance: A metha-analysis. Psychological Bulletin, 136(6), 123-135.

Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of adolescence, 27(2), 165-179.

Mato, M., & DelaTorre, E. (2010). Evaluación de las actitudes hacia las matemáticas yel rendimiento académico. PNA, 5(1), 197-208.

MoE. (2008). Ethiopian third national learning: Assessment of grades 4 and 8 students. Addis Ababa: Ethiopia.

MoE. (2010). Ethiopian first national learning assessment of Grades 10 and 12 students. Addis Ababa: Ethiopia.

MoE. (2014). Educational statistics annual abstract. Addis Ababa, Ethiopia: Educational Management Information System (EMIS) and ICT Directorate. Retrieved on 22nd May, 2018 from www.moe.gov.et.

MoE. (2015). Education sector development program. Addis Ababa, Ethiopia: Program Action Plan 2005/16 -2019/20.

Mohamed, L., & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277-281.

Nicholaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy, and achievement in problem solving. In M. A. Marriotti, A European Research in Mathematics Education III. Pisa, Italy. pp. 1-11.

Patterson, M. P., Decker, C., Eckert, R., Klaus, S., Wendling, L., & Papanastasiou, E. (2003). Factors associated with high school mathematics performance in the United States. Studies in Educational Evaluation, 29(2), 91-108.

Reed, H. C., Drijvers, P., & Kirschner, P. A. (2010). Effects of attitudes and behaviors on learning mathematics with computer tools. Computers and Education, 55(1), 1-15.

Reid, N. (2006). Thoughts on attitude measurement. Research in Science and Technology Education, 24(1), 3–27.

Scafidi, T., & Bui, K. (2010). Gender similarities in mathematics performance from middle school through high school. Journal of Instructional Psychology, 37(3), 252-255.

Schenkel, B. (2009). The impact of an attitude toward mathematics on mathematics performance. Unpublished MA Thesis. USA: Mariette College.

Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323-332.

Tapia, M., & Marsh, G. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 1–8.

Vaughan, W. (2002). Effects of cooperative learning on achievement and attitude among students. Journal of Educational Research, 95(6), 359-364.

Zan, R., & DiMartino, P. (2007). Attitudes toward mathematics: Overcoming positive/negativedichotomy. The Montana Mathematics Enthusiasts Monograph, 3, 157-168.




DOI: https://doi.org/10.21512/humaniora.v9i2.4738

Refbacks

  • There are currently no refbacks.


Visitor Statistic: click here!

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.