Khalifa University Students’ Attitudes Towards Mathematics in the Light of Variables Such as Gender, Nationality, Mathematics Scores and the Course they are Attending

Abosalem, Yousef

doi:10.11648/j.edu.20150403.15

Cited by 6 publications

(6 citation statements)

References 30 publications

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“…Some studies have shown a strong and significant relationship between these two variables (Abosalem, 2015;Bakar et al, 2010;Else-Quest, Hyde, & Linn, 2010;Mahanta & Islam, 2005;Mensah et al, 2013;Michelli, 2013;Mohamed & Waheed, 2011;Mohd et al, 2011;Sarwar, Bashir, & Alam, 2010;Tapia & Marsh, 2004;Van den Broeck, Opdenakker, & Van Damme, 2005;Winheller, Hattie, & Brown, 2013). Many studies demonstrate that the three aspects of ATM have emerged as salient predictors of MA (Ampad, 2009;Klassen & Chiu, 2010;Ma & Xu, 2004;Mullis, Martin, Foy, & Arora, 2012;Tapia & Marsh, 2004;Van Damme, Opdenakker, & Van den Broeck, 2004;Vandecandelaere et al, 2012;Williams & Williams, 2010).…”

Section: Student Levelmentioning

confidence: 99%

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Kiwanuka

Damme

Noortgate

et al. 2016

School Effectiveness and School Improvement

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This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics. ARTICLE HISTORY

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Section: Student Levelmentioning

confidence: 99%

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Kiwanuka

Damme

Noortgate

et al. 2016

School Effectiveness and School Improvement

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“…In certain previous studies, there was a significant relationship between the attitude and achievement of students in both mathematics and science (Abosalem, 2014;Akpinar, Yildiz, Tatar & Ergin, 2009;Singh, Granville & Dika, 2002). For instance, Akpinar, Yildiz, Tatar and Ergin (2009) found a strong relationship between attitude towards science and science achievement.…”

Section: Introductionmentioning

confidence: 87%

Investigating the Interrelationships among Science and Mathematics Achievement, Attitudes towards STEM, and Gender

Yerdelen-Damar

Aksöz

Sezer

et al. 2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to investigate the interrelationships among high school students’ science and mathematics achievement, attitudes towards STEM and gender. The participants of the study were 446 public high school students (240 females, 206 males) from two cities in Turkey. They were 10th, 11th, and 12th grade level students selected from two different kinds of schools which are Anatolian Religious High School and Anatolian High School. The Structural Equation Modeling (SEM) was used to determine the relationships among the variables of the study. It was found that mathematics achievement and science achievement are significantly and positively associated with students’ mathematics attitudes, and science attitudes, but negatively related to students’ attitudes towards engineering and technology. On the other hand, 21st-century skills were not found to be significantly associated with both mathematics achievement and science achievement. The results also indicated that female students had higher mathematics and science achievement scores than male students. However, male students had more interest in engineering departments. The results of the study also imply the importance of the indirect effect of attitudes towards STEM on the relationship between students’ achievement and gender.

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“…In the second week, specific teaching tasks of the course will be carried out, and 8 lesson plans will be used for eight consecutive weeks. The original attitude questionnaire was administered by Tapia (1996) and Abosalem (2014) suit it in mathematics, containing 40 items. Modify and delete some items to be adapted for this research purpose.…”

Section: Methodsmentioning

confidence: 99%

“…Attitude can refer to someone's familiar target, whether is enjoyment or boring (Hannula, 2002). The four domains self-confidence, value, enjoyment, and motivation are part of students' attitudes (Abosalem, 2014;Tapia, 1996). The change of learning attitudes can usually be formed through the constant repetition of certain patterns (Casinillo et al, 2020).…”

Section: Students' Attitude and Retentionmentioning

confidence: 99%

The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language

Leng

Baharudin

2022

International Journal of Chinese Education

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Nowadays many schools take the Japanese language as the second language, although there are similarities in the writing of the Japanese and Chinese language, the student’s learning outcomes are a challenge for the teacher. This study is to explore the effect of multimedia principles (multimedia, temporal contiguity) in slides on students’ attitude and retention towards Japanese vocabulary among 10-grade students in Chinese rural areas. Using quasi-experimental research to form an experiment group and control group for 10 weeks. 90 participants have randomly selected sampling from Wucuan town, Zunyi city, Guizhou province. 5 Likert-scale questionnaire was used to collect the students’ attitudes and binary tests for the students’ retention. All the data were sorted out and input into the SPSS 26 version for description and inferential analysis. The results showed the students’ attitude and retention in EG are significantly different than the CG. Reveal the multimedia and temporal contiguity principles are a benefit to the students. Multimedia and contiguity principles used in the slides can change attitudes toward learning Japanese vocabulary and improve students’ retention.

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Khalifa University Students’ Attitudes Towards Mathematics in the Light of Variables Such as Gender, Nationality, Mathematics Scores and the Course they are Attending

Cited by 6 publications

References 30 publications

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis

Investigating the Interrelationships among Science and Mathematics Achievement, Attitudes towards STEM, and Gender

The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language

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