Studying the Factorial Structure of Ghanaian Twelfth-Grade Students’ Views on Mathematics

Bofah, Emmanuel Adu-tutu; Hannula, Markku S.

doi:10.1007/978-3-319-06808-4_18

Cited by 6 publications

(2 citation statements)

References 36 publications

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“…Concerning this, the initial focus of this study is to examine the relationship between students' attitudes toward performances in mathematics. However, as literature have it, there exist oceans of studies regarding the intended objective (Bofah & Hannula, 2015;Karjanto, 2017;Yáñez-Marquina & Villardón-Gallego, 2016). Nevertheless, deeper insights into earlier studies reveal that although there are several studies investigating attitudes towards performances, there exist no agreeable measurement in this regard (Byrne, 2001;Chamberlin, 2010;Mata, Monteiro, & Peixoto, 2012;Mohamed & Waheed, 2011;Tapia & Marsh, 2004) specifically, among studies primary school students in Thailand's context.…”

Section: Problem Statementmentioning

confidence: 99%

Authenticating Factor Analysis of Attitude towards Mathematics Inventory (ATMI) in Thailand

Khun-Inkeeree¹,

Fauzee²

2020

FET

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The study examine the psychometric properties of Attitudes towards Mathematics Inventory (ATMI) in the Thai context. To achieve the objective set by the authors, 259 students from 10 different primary schools in Nakhon Si Thammarat province, Thailand were selected. Furthermore, a forty items ATMI questionnaire having four scales that is, 15 items measuring self-confidence, 10 items measuring value, 10 items measuring enjoyment, and 5 items measuring motivation from the study of Khine and Afari (2014) was adapted. The questionnaire adapted was translated to Thai language by expert English Thai lecturer. Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett’s test of sphericity were carried out to ascertain the factorability of the correlation matrix. That ATMI can be a viable scale to measure students’ attitudes toward mathematics in Thai context.

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Section: Problem Statementmentioning

confidence: 99%

Authenticating Factor Analysis of Attitude towards Mathematics Inventory (ATMI) in Thailand

Khun-Inkeeree¹,

Fauzee²

2020

FET

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“…As the measurement of affect in younger populations has specific problems, the testing and further development of an attitude survey by Dominic Petronzi, Paul Staples, David Sheffield, Thomas Hunt, and Sandra Fitton-Wilde has potential to make long-lasting impact. Finally, comparative research in mathematics-related affect (e.g., Bofah & Hannula, 2015;Tuohilampi et al, 2015) points out that findings about affect and even the structure of affective variables are often different across countries. Therefore, the comparative study between young learners from the UK and Chinese Hong Kong by Ann Dowker, Olivia Cheriton, Rachel Horton, and Winifred Mark is an important contribution as it tests the universality of the findings regarding early learners' mathematics-related affect.…”

Section: Introductionmentioning

confidence: 99%

Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends

Hannula

2018

Educ Stud Math

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This article is a commentary for the special issue on affect and mathematics in young children, written from the perspective of research on affect in mathematics education. The studies in this special issue focus on the individual learners' affective traits and use primarily surveys as the method. The most common type of affect is emotions, but some studies do examine student beliefs and motivation. The analysis of concept definitions and operationalizations identified some inconsistencies between the different articles, especially with how they operationalize anxiety either as sadness, worry, or fear. The results of the studies provide evidence that young learners' affect can be reliably measured and that there is a correlation between affect and achievement. This correlation is weaker than for older students and longitudinal data suggests that the causal direction is more likely from achievement to affect.

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A Comparative Study of Finland and Chile: the Culture-Dependent Significance of the Individual and Interindividual Levels of the Mathematics-Related Affect

Tuohilampi

Laine

Hannula

et al. 2015

Int J of Sci and Math Educ

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Mathematics-related affect is established regarding both individual and interindividual levels. However, the interaction between the levels has not been elaborated. Furthermore, it is known that people may draw either from intrinsic or extrinsic experiences to construct their identities depending on their cultural environment. Thus, affective individual and interindividual levels seem to interact with culture. In this study we focus on the significance of and the interaction between the individual and the interindividual levels of affect. This is done with respect to 2 different types of countries (Finland and Chile) to include cultural effect. We use questionnaire-based data and pupils' drawings of their mathematics class to find out about their individual and interindividual experiences. By using mixed data, we are not only getting a wider picture of pupils' affect but we can also avoid the most typical errors made in the cross-cultural comparisons as the pupils' own voice is strengthened. The main finding in the study is that the 2 affective levels are not congruent and that the incongruence appears differently in different types of cultures

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Studying the Factorial Structure of Ghanaian Twelfth-Grade Students’ Views on Mathematics

Cited by 6 publications

References 36 publications

Authenticating Factor Analysis of Attitude towards Mathematics Inventory (ATMI) in Thailand

Authenticating Factor Analysis of Attitude towards Mathematics Inventory (ATMI) in Thailand

Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends

A Comparative Study of Finland and Chile: the Culture-Dependent Significance of the Individual and Interindividual Levels of the Mathematics-Related Affect

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