Is Victor Better than Victoria at Maths?

Γεωργίου, Στέλιος Ν.; Stavrinides, Panayiotis; Kalavana, Theano

doi:10.1080/02667360701660951

Cited by 29 publications

(16 citation statements)

References 40 publications

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“…[38] in a study with secondary school students showed that those with better academic performance have more positive attitudes than those with poorer academic performance. Contrary to this a study conducted by [23] showed that high achievement can serve to predict a positive attitude towards mathematics, but such an attitude cannot predict higher achievement. This phenomenon is revealed in students at secondary and preparatory level, there are students who have positive attitude towards mathematics but their performance is poor [39].…”

Section: Attitude Towards Mathematics and Achievementmentioning

confidence: 66%

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Simegn¹

2017

IJSEDU

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Exploring why more males achieve more than females in mathematics at secondary school level when there appear to be no gender differences in the achievement at earlier years is worthy of investigation. The aim of this study was to investigate the influence of attitude towards mathematics on the achievement of female students in comparison with their male counterparts and also to examine the relationship between attitudes and mathematics achievement. The participants of the study were 240 grade ten and 127 grade twelve students of General Secondary and Preparatory School in Wolkite Town. These students were selected using stratified random sampling technique. Attitude towards Mathematics Inventory (ATMI) was used to measure students' attitude, whereas their achievement was measured by the score obtained from Mathematics Achievement Test (MAT). Descriptive Statistics, Multiple Linear Regression Models, Independent -samples t -test, and Pearson Correlation Coefficient were employed to analyze the collected data by using a Statistical Package for Social Sciences (SPSS) version 20. The results, in both grade levels, unveiled that students had positive attitude towards mathematics but at medium level, however, the level of female students was less than males. The regression models were fit in predicting the contribution of components of attitude towards mathematics scales on students' achievement. In this regard, 42.8% (Grade 10) and 55.4% (Grade 12) of the variation in the achievement of students were jointly accounted for by the three variables -the enjoyment, the motivation, and the confidence attitude scales. In both grade levels, no significant gender differences were shown in attitudes towards mathematics but females showed greater decline in attitudes in terms of grade level. However, significant gender differences were specified on achievement. Attitude towards mathematics and students' achievement were significantly correlated (r =.660; p <.001 (Grade 10) and r =.735; p <.001 (Grade 12)). Therefore, this study suggests that, the school, the teachers, parents, and concerned bodies have to intervene and design ways in order to enhance students' attitude and performance in mathematics, in particular female students.

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Section: Attitude Towards Mathematics and Achievementmentioning

confidence: 66%

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Simegn¹

2017

IJSEDU

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“…Nonetheless there is research which concludes that gender does not affect attitudes towards mathematics [3,5,6,15,16]. The meta-analysis conducted by Ma and Kishor [15] which looks at 113 studies (n = 55265), when studying the effects of gender, concludes that this variable did not have a significant effect on the relationships between attitudes and performance in mathematics because separate analysis by gender demonstrated similar significant effect sizes.…”

Section: Gender and Attitudes Towardsmentioning

confidence: 99%

“…Results concerning gender differences in attitudes are less consistent than those in self-concept. Some studies have reported significant differences when we compare girls and boys attitudes towards mathematics [7,[13][14][15], nevertheless there are a number of studies where these differences are not identified [3,5,6,16,17]. A meta-analysis conducted by Etsey and Snetzler [17] taking into consideration 96 studies (n = 30490) concluded that gender differences in student attitudes toward mathematics do exist but are small.…”

Section: Gender and Attitudes Towardsmentioning

confidence: 99%

Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

Mata

Monteiro

Peixoto

2012

Child Development Research

188

133

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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 consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.

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“…By its findings, this research has joined the school of thought that relates student attitude significantly to student performance. Nevertheless, Georgiou et al (2007) demonstrated that high accomplishment could serve to anticipate an inspirational frame of mind towards Math. However, such a demeanor could not foresee more grounded accomplishment.…”

Section: Neutralmentioning

confidence: 99%

Attitude and Academic Achievement of High School Students in Mathematics Under the Conditional Cash Transfer Program

Peteros

Columna

Etcuban³

et al. 2019

Int Elect J Math Ed

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Students' accomplishment in mathematics is a component of their home condition, attitudes towards the discipline, and curriculum that clarify varieties in students' achievement. The study determined the attitudes and academic achievement of students who are recipients of Conditional Cash Transfer (CCT) towards mathematics in a public national high school, Bohol, Philippines. It utilized the descriptive research to gather data on the achievement and attitude of students towards mathematics. The 112 respondents answered a standardized survey questionnaire, Attitudes toward Mathematics Inventory (ATMI) constructed, which contains self-confidence, value, enjoyment, and motivation. The gathered data were statistically treated using frequency, simple percentage, and Pearson r. The study revealed that respondents fairly performed in their achievement in math. Also, it found out that the students' attitudes have a significant relationship with their achievement in mathematics. The study concluded that the students' attitudes towards mathematics have a more significant impact on affecting their academic achievement. The researchers recommend that teachers should be developed and enhanced the self-confidence of students in mathematics by involving them in class discussions and interactions through facilitating in any means.

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Is Victor Better than Victoria at Maths?

Cited by 29 publications

References 40 publications

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Assessing the Influence of Attitude Towards Mathematics on Achievement of Grade 10 and 12 Female Students in Comparison with Their Male Counterparts: Wolkite, Ethiopia

Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

Attitude and Academic Achievement of High School Students in Mathematics Under the Conditional Cash Transfer Program

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