The Effects of Attitudes towards Mathematics and STEM Education on High-Ability Students and a Community Sample

Abstract

Mathematic proficiency has long been associated with the male gender and with high levels of intelligence. Similarly, STEM careers have been linked to the male gender, so both ideas are central to the present article. This study aims to observe differences in attitudes towards mathematic and STEM careers, considering, on the one hand, gender differences and, on the other hand, intelligence, separating the latter variable into a high-ability group and a normative intelligence group. A mixed methods approach was used for the analysis due to its methodological richness, using a reduced version of the Expectations and Values Questionnaire (EVQ) analysed using SPSS v. 25 and two open-ended questions analysed qualitatively using the ALCESTE software. v.1. The results show differences as a function of intelligence, but no gender differences were observed. It is concluded that the results challenge historical conceptions of attitudes towards mathematic and STEM careers.

Interest as Predictor of Mathematics Achievement among Senior Secondary School Students in Bida Educational Zone, Niger State, Nigeria

“…Research findings have attributed this underperformance to multifaceted factors, both related to students and teachers. Teaching of mathematics has been reported to be a strenuous task (Rodríguez-Naveiras et al, 2023), so also, for most learners, learning mathematics is difficult because of its abstractness. This abstractness led many students to lose interest, thus resulting in low achievement (Yeh et al, 2019).…”