Measuring Attitudes toward Arithmetic

Dutton, Wilbur H.

doi:10.1086/458640

Cited by 39 publications

(15 citation statements)

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“…The finding that a majority of the college students studied, approximately 58%, held predominantly negative attitudes toward mathematics is consistent with those of Dutton (1954), Poffenberger and Norton (1959), Aiken (1970), and others who have reported generally negative attitudes among samples of college students. The results suggest that this fear of or dislike for mathematics is not peculiar to the students in any particular type of postsecondary institution but is, rather, an attitude commonly shared by various institutional types.…”

Section: Discussionsupporting

confidence: 85%

Students’ Attitudes Toward Mathematics and Their Relationship to Learning in Required Mathematics Courses in Selected Postsecondary Institutions

Bleyer¹

1980

Community Junior College Research Quarterly

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Section: Discussionsupporting

confidence: 85%

Students’ Attitudes Toward Mathematics and Their Relationship to Learning in Required Mathematics Courses in Selected Postsecondary Institutions

Bleyer¹

1980

Community Junior College Research Quarterly

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“…This instrument was adapted from a questionnaire proposed by Dutton (1954) that was designed to measure the attitude towards mathematics, and was regarded as a unidimensional instrument. However, Wise (op.…”

Section: Attitude Scalementioning

confidence: 99%

Cognitive, Affective and Behavioral Components That Explain Attitude toward Statistics

Garcı́a-Santillán¹,

Moreno-García²,

Carlos-Castro³

et al. 2012

JMR

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The purpose of this research is to measure the students' attitude towards statistics. It was necessary to define a certain type of research subjects, so we chose higher education students from the economic-administrative and engineering areas that were taking statistics as a subject in both, public and private universities located in Veracruz -Boca del Rio metropolitan area. The instrument used was the Survey of Attitude towards Statistics (SATS), and we applied it to a sample of 116 students. The statistical technique used was an exploratory factorial analysis with an extracted principal component Global results point out that usefulness and anxiety are the most significant components in measuring students' perception towards statistics. Evidence obtained was enough to reject the null hypothesis, thus we can infer that attitude can be measured based on the cognitive, affective and behavioral components.

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“…While the measurement of attitudes toward mathematics can be determined through direct observation, interviews, questionnaires, and student drawings and writings, Aiken (1985) points out that attitude scales are the most popular, objective, and efficient in collecting attitude data. The Dutton Scale (Dutton, 1954) was one of the earliest instruments used and it measured feelings toward arithmetic. A variety of other instruments have been constructed to measure either one dimension of attitude (e.g.…”

mentioning

confidence: 99%

Construction and Validity of Geometry Attitude Scales

Utley

2007

School Sci & Mathematics

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The purpose of this study was to develop and establish the validity and reliability of an instrument to measure students' attitudes toward geometry. Participants consisted of 264 undergraduate students from two universities, one in the Midwest and one in the Southwest. The instrument is a 5‐point Likert‐scaled survey consisting of 32 statements and 3 subscales. The internal consistency using Cronbach's coefficient alpha was 0.95 for the confidence subscale, 0.93 for the usefulness subscale, and 0.92 for the enjoyment subscale. For the overall instrument using the 32 items that comprised the three subscales, internal consistency reliability analysis revealed a Cronbach's coefficient alpha of 0.96. Additionally, this article reports on the content, criterion, and construct validity of the instrument.

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Measuring Attitudes toward Arithmetic

Cited by 39 publications

References 0 publications

Students’ Attitudes Toward Mathematics and Their Relationship to Learning in Required Mathematics Courses in Selected Postsecondary Institutions

Students’ Attitudes Toward Mathematics and Their Relationship to Learning in Required Mathematics Courses in Selected Postsecondary Institutions

Cognitive, Affective and Behavioral Components That Explain Attitude toward Statistics

Construction and Validity of Geometry Attitude Scales

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