Temporal relationship between attitude toward mathematics and mathematics achievement

Kiwanuka, Henry; Damme, Jan Van; Noortgate, Wim Van den; Reynolds, Chandra A.

doi:10.1080/0020739x.2020.1832268

Cited by 13 publications

(19 citation statements)

References 22 publications

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“…The findings of this study corroborate those of previous studies that reported a positive relationship between students' attitudes toward mathematics and mathematics achievement (e.g., (Dowker et al, 2019;Kiwanuka et al, 2020)). This phenomenon could be partially explained by expectancy-value theory (Wigfield & Eccles, 2000;Wigfield et al, 2016).…”

Section: Discussionsupporting

confidence: 90%

“…Some previous studies have found that students' attitude toward mathematics positively impacts their mathematics achievement (e.g., (Chen et al, 2018;Dowker et al, 2019;Kiwanuka et al, 2020)). For example, Ma and Kishor (1997) conducted a meta-analysis of 113 studies and found a positive and statistically significant association between them.…”

Section: Students' Attitude Toward Mathematics and Mathematics Achievementmentioning

confidence: 99%

“…In a recent study conducted with 67 English and 49 Chinese students, Dowker et al (2019) found that attitude toward mathematics accounted for 26% of the variance in mathematics achievement. Likewise, Kiwanuka et al (2020) examined 4,244 seventh-grade Ugandan students' attitudes toward mathematics using three indicators (LM, VM, and CM) and observed a statistically positive association with their mathematics achievement. Kadijevich (2008) investigated the association between the same three indicators and mathematics achievement using the TIMSS 2003 grade 8 dataset and found that each element had a significant positive association with mathematics achievement.…”

Section: Students' Attitude Toward Mathematics and Mathematics Achievementmentioning

confidence: 99%

“…The attitude of students toward mathematics has been the subject of a great deal of attention from educators (e.g., (Chen et al, 2018;Goldin et al, 2016)). Students with a positive attitude toward mathematics tend to enjoy the subject, understand its value, and have confidence in it; thus, they are likely to prioritize the study of mathematics (Kiwanuka, Van Damme, Van den Noortgate, & Reynolds, 2020;Mullis, Martin, Foy, Kelly, & Fishbein, 2020), which could lead to high performance in the same (Chouinard, Karsenti, & Roy, 2007;Guo, Marsh, Parker, Morin, & Yeung, 2015;Wigfield., Tonks, & Klauda, 2016). Although several researchers have reported a positive relationship between students' attitudes toward mathematics and mathematics achievement (Bhowmik & Roy, 2016;Bramlett & Herron, 2009;Chen et al, 2018;Dowker, Cheriton, Horton, & Mark, 2019;Guo et al, 2015;Kadijevich, 2008;Lipnevich, Preckel, & Krumm, 2016;Ma.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement

Son

2021

Journal of Education and e-Learning Research

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The relationship between students' attitudes toward mathematics and mathematics achievement has garnered tremendous attention from researchers. However, there is a degree of inconsistency in the findings regarding this relationship. Therefore, this study aimed to identify the profiles of students' attitudes toward mathematics and examine their relationship with mathematics achievement. Using latent profile analysis, we examined data from the Trends in International Mathematics and Science Study conducted in Singapore in 2019. We identified four profiles of attitudes toward mathematics, namely very negative (5.44%), negative (41.38%), neutral (38.77%), and positive (14.41%). We also confirmed the literature describing students' attitude toward mathematics as a multidimensionally integrated construct, comprising 'like mathematics,' 'value mathematics,' and 'confidence in mathematics.' Moreover, we discovered a positive relationship between students' attitudes toward mathematics and mathematics achievement. These results showed that the following students are more likely to have high mathematics achievement: (a) those who like to study mathematics and pursue mathematics-related activities, (b) those who believe that learning mathematics will result in a positive outcome (e.g., success in school and job opportunities), and (c) those who trust in their mathematical abilities. Therefore, educators need to examine students' attitudes toward mathematics and provide appropriate support to stimulate the development of a positive attitude toward mathematics.

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Section: Discussionsupporting

confidence: 90%

Section: Students' Attitude Toward Mathematics and Mathematics Achievementmentioning

confidence: 99%

Section: Students' Attitude Toward Mathematics and Mathematics Achievementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement

Son

2021

Journal of Education and e-Learning Research

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“…Along with these negative opinions, it is observed that the mathematical achievement of students also decreased. National and international reports prepared show that students' mathematics achievement is at a very low level (Kiwanuka et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Examination of opinions of elementary school students on Mathematics course in the COVID-19 pandemic process

Tezer

Çavuş

Orkun

et al. 2021

IJLT

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As a virus which affected the world in general, the covid-19 pandemic has also created negative results on education. In this study, it was aimed to examine the opinions of elementary school students in Covid-19 pandemic process on mathematics course. The participants of the study were fifth grade elementary school students enrolled at elementary schools affiliated with the Ministry of National Education and Culture in Northern Cyprus. This study is a descriptive research and survey method was used in the study. As data collection tool, the questionnaire form developed by the researchers in this study was used. As a result, it was seen with this research that most of the students did not take private lessons during the pandemic period, and there was a decrease in the rate of attending private lessons or courses due to the pandemic compared to previous years. It was understood that a significant part of the students had difficulty in understanding the mathematics class during the pandemic period, but most of them enjoyed studying mathematics. While the students stated that the classes, materials and homework given to them in the mathematics class were not sufficient, many students stated that the mathematics teachers motivated them and they turned to help in case of difficulties in the mathematics course. It was seen with this research that the fact that the classes, materials and homework given to the students during the pandemic period were not effective in taking private lessons. As a result of the research, it was seen that the motivation of the teacher was not an important factor in students' efforts to understand mathematics. In addition to this result, the motivation of the mathematics teacher to learn the class during the pandemic period did not affect the students' private lessons. In addition, it was revealed that the teachers' motivation for the students does not mean that the students will make more effort to understand the class, and that this is not a reason for students to take private lessons.

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The Role of Students’ Beliefs, Parents' Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement

Hidayatullah

Csíkos

2023

Asia-Pacific Edu Res

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Investigating factors affecting students’ academic performance seems a hard job for researchers on the empirical front. Beliefs, parents' educational background, motivation, and attitudes have been proven significantly influence achievement. However, concurrent research on the relationship among these variables seems scarce. Therefore, to contribute to this gap in knowledge, the purpose of this study is to examine the structural relationships among beliefs, parents' educational level, attitude, motivation, and achievement in mathematics learning. We selected 30 classes randomly from six schools in Surabaya, Indonesia. This study involved 894 fifth- and sixth-grade students (448 boys and 446 girls). Structural equation modeling results showed that this model predicts students’ achievement in mathematics (R2 = 0.49). Beliefs are positively associated with students’ achievement (β = 0.20, p < 0.001), attitude (β = 0.82, p < 0.001), and motivation (β = 0.68, p < 0.001). Parents' educational level is positively associated with achievements (β = 0.17, p < 0.001) and motivation (β = 0.07, p = 0.04). Beliefs were indirectly associated with achievements through attitude (β = 0.31, p < 0.001) and motivation (β = 0.08, p = 0.01). The indirect association between parents' educational level and achievement through motivation was insignificant. This study is valuable because it helps unpack the relationship between beliefs, parents' educational level, attitudes, motivation, and achievement.

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Temporal relationship between attitude toward mathematics and mathematics achievement

Cited by 13 publications

References 22 publications

Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement

Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement

Examination of opinions of elementary school students on Mathematics course in the COVID-19 pandemic process

The Role of Students’ Beliefs, Parents' Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement

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