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Exploring Gender differences in attitude towards Mathematics at Secondary Level in Pakistan
Journal of Business and Social Review in Emerging Economies, 2020
This study was aimed to find out the attitude towards mathematics which were communicating gender difference among secondary level students. A quantitative research approach was used to explore gender difference in relation to the attitude towards mathematics among nine graders. Fifty seven public sector schools in Lahore were selected for this research. All nine graders in public sector secondary schools were target population of current study. Eleven hundred and eighty six students were selected through multistage random sampling for present research. A questionnaire developed by the researcher was used for exploration of gender difference in relation to students’ attitude towards mathematics at secondary level in Pakistan. It was a Lekert Scale with five points on it. The questionnaire was pilot tested and validated by experts. It was found that overall gender difference in attitude towards mathematics did not significantly exists. Therefore, the reason of difficulty in mathemat...
Education Journal, 2015
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.
Perception Towards Mathematics In Gender Perspective
The purpose of this study is to examine gender differences in students' performance on Calculus I and to explore students' perceptions towards Mathematics lecturers. A questionnaire (α= 0.774) was developed and administered to 150 students (male = 50 and females = 100) out of 189 students (male = 68 and females = 121) taking Calculus I on Semester November 2012 to March 2013. Descriptive statistics (percentage) and t-test was used for data analysis. Examination results of Calculus I for Semester November 2012 to March 2013 show that female students perform better than male students. The results of the study also represent a significant effect of gender and students' perception towards Mathematics lecturer and female had significantly higher perception towards Mathematics lecturers than male.
Analysing mathematical attitude of students
2021
This study was undertaken to examiner the mathematical attitude of secondary school students. The researcher selected tie 200 students with due representation of the gender. The researcher selected the Attitude towards Mathematics scale developed by Dr. S.C. Gakhar and Rajani. The data has been analysed with the help of suitable statistical treatment. Descriptive and comparative analysis was used for processing the data. In context to same, the researcher found that male students were found more favourable attitude towards mathematics as compared to female students on all the dimensions viz. wider applicability, development of skills, reasoning, objectivity, intellectual development, nonintellectual development, individual outlook and universal outlook. Thus, impact of gender was found significant on the mathematical attitude of students.
Student’s Attitudes towards Mathematics
The purpose of this study was to find out the influence of school type on students’ attitudes towards mathematics at the secondary level in Quetta, Pakistan
The Effect of Achievement, Gender and Class Room Context on School Students ' Mathematical Beliefs
2015
The influences of achievement, gender and classroom context on students ’ mathematical beliefs were analyzed. In this present study the researchers adopt the descriptive survey method. All the students studying in class IX and X in secondary schools situated in Karbi Anglong district of Assam constitutes the population of the study. A sample of one thousand two hundred forty (1240) students were selected from 48 secondary and higher secondary schools of Karbi Anglong for the study. A research instrument was developed by the researchers on the basis of modified Fennema Sherman Mathematics Attitude Scale to collect data for the study. The study reveals that there exists significant differences in attitude towards mathematics, between male-female students, rural-urban school students and public-private school students. Researchers find a strong positive correlation between students ’ attitude towards Mathematics and their academic achievements in Mathematics.
European Scientific Journal, ESJ, 2014
This study investigated the comparison of male and female Senior Secondary School students’ attitude towards mathematics. The study employed descriptive research design of the survey type. The population for the study consisted of all senior secondary school students in Ekiti state, Nigeria. The sample for the study was six hundred [600] senior secondary school students consisting of 300 males and 300 females selected from 12 senior secondary schools using multistage, stratified and purposive random sampling techniques .The mathematics attitude scale constructed and validated by the researchers was adopted and used as instrument for gathering data . The study shows that the attitude of students towards mathematics did not depend upon sex. Therefore, it is recommended that sex should not be considered as a factor influencing the attitude of students towards mathematics and those teachers should teach mathematics freely among the students of different sexes.
CERN European Organization for Nuclear Research - Zenodo, 2022
The purpose of this study was to investigate senior high school female students' attitude towards the learning of Mathematics. The study was grounded in a positivist paradigm, using adescriptive case study design. Simple random sampling technique was used to select 161 female students. The results indicated that female students had less self-assurance when performing Mathematical tasks. The students were uncertain about whether motivation could change their attitude toward learning Mathematics. The female students were less enthusiastic about Mathematics. The students understood the value of Mathematics and how it applied to all facets of life. The students' knowledge of the importance of mathematics was a strong predictor of their positive attitudes toward learning Mathematics. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of female students. Teachers must take into account students' differences or barriers to learning, minimise anxiety, boost active interest, and appreciate what is being taught and learned.Teachers need to take corrective action to ease stress and offer their female students the assistance they need.
High School Students' Attitudes towards Mathematics
The purpose of this study is to determine the attitudes of students studying at different types of high schools towards mathematics classes, and to test whether or not there is a meaningful difference between the demographic properties of the students and their attitudes. The data used in this study were obtained from 1,801 students studying at different types of high schools. The data obtained in the study showed that the attitudes of the students towards mathematics are at medium level, and that there is a meaningful difference between the attitudes of the students towards mathematics classes and the education levels of their fathers and the students' high school types. On the other hand, it has been determined that there is no meaningful difference between the gender of the students, the gender of the mathematics teachers, attending to an extra course, receiving private lessons for mathematics, their perceived success status, educational levels of their mothers, the income level of their families, the number of siblings, the order of the student in the family as a sibling, fathers' and mothers' profession, and the attitudes of the students. According to the Multi Linear Regression Analysis which was performed with the purpose of determining the factors affecting the attitudes of the students in the study group, the Gender of the Mathematics Teacher (=-.073), the Profession of the Mother (=-.069) and the Educational Level of the Father (= .049) have effects in determining the attitudes of the students towards mathematics classes.
2021
The study employed the survey design to assess secondary school students' conceptions of some basic mathematical concepts. The design consisted of four independent variables: gender (male and female), school location (urban and rural), school type (public and private), and school mode (boys, girls, and coeducational schools). The dependent variable was the students' right conceptions scores. The stratified random sampling technique was used to select 4332 students that adequately represented all the specific groups in the population. The reliability of the two-tier diagnostic multiple-choice instrument was established through the Kuder-Richardson Formular-20 and a coefficient of 0.85 was obtained. The t-test statistic, one-way analysis of variance (ANOVA), and the univariate analysis of variance were used to test the two null hypotheses at the 0.05 level of significance. The resu lts showed low students' conceptions of mathematics, no significant gender influence on students' conceptions of mathematics and significant environmental factors influence on students' conception of mathematics. To improve students' understanding and achievement in mathematics, it is necessary to develop strategies for conceptual change instruction in mathematics