Khalifa University Students’ Attitudes Towards Mathematics in the Light of Variables Such as Gender, Nationality, Mathematics Scores and the Course they are Attending
Education Journal
Volume 4, Issue 3, May 2015, Pages: 123-131
Received: Apr. 21, 2015; Accepted: May 11, 2015; Published: May 21, 2015
Views 4446      Downloads 130
Author
Yousef Abosalem, Department of Mathematics and Science/ Preparatory Program, Khalifa University, Abu Dhabi, United Arab Emirates
Article Tools
Follow on us
Abstract
This study was aimed at identifying the attitudes of the students of Khalifa University towards mathematics .The sample of this study consisted of 88(out of 216) students distributed evenly according to gender. 56.9% of the sample were Emiraties and 53.1% were expatriates. The Attitude Towards Mathematics Inventory (ATMI) was implemented in collecting the data. The results of this study indicated that there were slight statistically significant differences between students’ attitudes towards mathematics and mathematics achievement scores, age, the course they are attending, students’ high school type, gender and their academic level. Additionally, the results indicated that there were statistically significant differences between self-confidence, enjoyment and value with and students’ nationalities. Expatriates students showed higher positive attitudes towards mathematics than the Emirati students. Also, the results showed that there was a slight statistical relationship between enjoyment and students’ academic level. Finally, this study revealed that 62.67% of the sample have self-confidence in dealing with mathematics, 84.4% felt that mathematics has a great value to them, and 75.49% showed enjoyment in dealing with mathematics.
Keywords
Attitudes, Mathematics, Gender, Nationality, Course Attending
To cite this article
Yousef Abosalem, Khalifa University Students’ Attitudes Towards Mathematics in the Light of Variables Such as Gender, Nationality, Mathematics Scores and the Course they are Attending, Education Journal. Vol. 4, No. 3, 2015, pp. 123-131. doi: 10.11648/j.edu.20150403.15
References
[1]
J. Anderson, “The relationship between student perceptions of team dynamics and simulation game outcomes: an individual-level analysis.” Journal of Education for Business. 2005, 81(2), 85-90.
[2]
K. Beswick, “Teachers' beliefs that matter in secondary mathematics classrooms.”
[3]
Educational Studies in Mathematics, 2005, 65(1), 95-120.
[4]
K. Beswick, “Changes in pre-service teachers’ attitudes and beliefs: the net impact of two mathematics education units and intervening experiences.” School Science and Mathematics, 2006, 106(1), 36-47.
[5]
S. J. Carrier, “Gender differences in attitudes toward environmental science.” School Science and Mathematics, 2007, 107(7), 271-278.
[6]
M.B. Casey, R.L. Nuttall, & E. Pezaris, “Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties.” Developmental Psychology, 1997, 33(4), 669-680.
[7]
J.E. Cote, & C. G. Levine, “Attitude versus aptitude: Is intelligence or motivation more important for positive higher-educational outcomes?” Journal of Adolescent Research, 2002, 15(1), 58-80.
[8]
B. Elliott, K. Oty, J. McArthur, & B. Clark, “The effect of an interdisciplinary algebra/science course on students' problem solving skills, critical thinking skills and attitudes toward mathematics.” International Journal of Mathematical Education in Science & Technology, 2001, 32(6), 811-816.
[9]
A. E. Gottfried, “Academic intrinsic motivation in elementary and junior high school students.” Journal of Educational Psychology, 1985, 77(6), 631-645.
[10]
M. Hannula, “Attitude towards mathematics: Emotions, Expectations and values.” Educational studies in Mathematics, 2002, 49(1), 25-46.
[11]
K. Higgins, “The effect of year-long instruction in mathematical problem solving on middle-school students’ attitudes, beliefs, and abilities.” Journal of Experimental Education, 1997, 66(1), 5-29.
[12]
D. Hill, “Student attitudes toward integrated mathematics.” Academic Exchange Quarterly, 2004, 8(2), 77-81.
[13]
H. Ho, et. al., “The affective and cognitive dimensions of math anxiety: A cross-national study.” Journal for Research in Mathematics Education, 2000), 31(3), 362-379.
[14]
S. J. Howie, “Contextual factors at the school and classroom level related to pupils’ performance in mathematics in South Africa.” Educational Research and Evaluation, 2005, 11(2), 123-140.
[15]
M. Isikal, and E. Cakiroglu, “Gender differences regarding mathematics achievement: the case of Turkish middle school.” School Science and Mathematics, 2008, 108(3), 113-120.
[16]
D. Kinney, “A comparison of computer-mediated and lecture classes in developmental mathematics.” Research and Teaching in Developmental Mathematics, 2001, 18(1), 32-40.
[17]
O. Koller, J. Baumert, and K. Schnable, “Does interest matter? The relationship between academic interest and achievement in mathematics.” Journal for Research in Mathematics Education, 2001, 32(5), 448-470.
[18]
S. A. Maple, and F. K. Stage, “Influences on the choice of math/science major by gender and ethnicity.” American Educational Research Journal, 1991, 28(1), 37-60.
[19]
X. Ma, and N. Kishor, “Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis.” Journal for Research in Mathematics Education, 1997, 28(1), 26-47.
[20]
X. Ma, “Dropping out of advanced mathematics: The effects of parental involvement.” Teachers College Record, 1999, 101(1), 60-81.
[21]
X. Ma, and J. Xu, “Determining the causal ordering between attitude toward mathematics and achievement in mathematics.” American Journal of Education, 2004, 110(3), 256-280.
[22]
T. Mitchell, “Changing student attitudes toward mathematics.” Primary Educator, 1999, 5(4), 2-9.
[23]
J. Oakes, “Opportunities, achievement, and choice: Women and minority students in science and mathematics. “ Review of Research in Education, 1990, 16, 153-222.
[24]
Y. P. Olatunde, “Students attitude towards mathematics and academic achievement in some selected secondary schools in Southwest Nigeria.” European Journal of Scientific Research, 2009, 36(3), 336-341.
[25]
K. Pearce, M. Lungren, and A. Wince, “The effects of curriculum practices on first graders’ attitudes, activity preference, and achievements in mathematics.” Education, 1999, 119(1), 82-90.
[26]
R. Phonguttha, S. Tayraukham, and P. Nuangchalerm, “Comparisons of Mathematics Achievement, Attitude towards Mathematics and Analytical Thinking between Using the Geometer's Sketchpad Program as Media and Conventional Learning Activities.” Australian Journal of Basic and Applied Sciences, 2009, 3(3), 3036-3039.
[27]
W. Popham, “Students’ attitudes count.” Educational Leadership, 2005, 62(5), 84-85.
[28]
A. Raymond, and M. Leinenbach, “Collaborative action research on the learning and teaching of algebra: a story of one mathematics teacher's development.” Educational Studies in Mathematics, 2000, 41(3), pp. 283-307.
[29]
K. Sanchez, L. Zimmerman, and R. Ye, “Secondary students’ attitudes toward mathematics.” Academic Exchange Quarterly, 2004, Summer, 56-60.
[30]
K. Singh, M. Granville, and S. Dika, “Mathematics and science achievement: Effects of motivation, interest, and academic engagement.” The Journal of Educational Research, 2002, 95(6), 323-332.
[31]
M. Swan, A. Bell, R. Phillips, and A. Shannon, “The purpose of mathematical activities and pupils’ perceptions of them.” Research in Education, 2000, 63, 199-223.
[32]
M. Tapia, and G. Marsh II, “The relationship of math anxiety and gender. “ Academic Exchange Quarterly, 2004, summer, 130-134.
[33]
M. Tapia, “The Attitudes Toward Mathematics Instrument.” ERIC Document Reproduction Service No. 1996, ED404165.
[34]
M. Tapia, and C.C Molavan, “Attitudes toward mathematics of pre-calculus and calculus students.” Focus on Learning Problems in Mathematics, 2007, 29(1), 48-59.
[35]
M. Townsend, D. Moore, B. Tuck, and K Wilton, “Self-concept and anxiety in university students studying social science statistics within a cooperative learning structure.” Educational Psychology, 1998, 18(1), 41-54.
[36]
P. Tymms, “A test of the big fish in a little pond hypothesis: An investigation into the feelings of seven-year-old pupils in schools.” School Effectiveness and School Improvement, 2001, 12(2), 161-181.
[37]
W. Vaughan, “Effects of cooperative learning on achievement and attitude among students of color.” The Journal of Educational Research, 2002, 95(6), 359-364.
[38]
P. Whitin, “The mathematics survey: a tool for assessing attitudes and dispositions.” Teaching Children Mathematics, 2007, 13(8), 426-432.
[39]
J. Wilkins, and X. Ma, “Modeling changes in student attitude toward and beliefs about mathematics.” The Journal of Educational Research, 2003, 97(1), 52-63.
[40]
Y.M. Yusof, and D. Tall, “Changing attitudes to University mathematics through problem solving.” Educational Studies in Mathematics, 1998, 37(1), 67-82.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186