An Analysis of Attitudes and Mathematics Achievement of ‘O ... · PDF fileAn Analysis of Attitudes and Mathematics Achievement of ‘O’ Level Pupils: ... ordinary level. Awang

International Journal of Academic Research in Progressive Education and Development April 2013, Vol. 2, No. 2

ISSN: 2226-6348

223

An Analysis of Attitudes and Mathematics Achievement of ‘O’ Level Pupils: Insight from Some Bindura Urban

Secondary Schools

Chagwiza C J Lecturer Bindura University of Science Education

Email: [email protected]

Mutambara LHN, Lecturer Bindura University of Science Education


Tatira B. Former lecturer Bindura University of Science Education


Nyaumwe L J Former lecturer Bindura University of Science Education

Email: [email protected] Abstract Despite the increasingly importance and utility of mathematics in technology and society performance in the subject at Ordinary Level (‘O’ Level) has been very low. This study sought to analyze pupils’ attitudes and how they influenced academic achievement in mathematics. The study adopted a survey design using percentages to quantify levels of attitudes on a Likert scale during data analysis. A sample of 72 ‘O’ Level pupils randomly selected from three Bindura urban high schools provided the data that answered the research question. A questionnaire and focus group discussions were used as research instruments. The questionnaire comprised of 20 closed questions which were adapted from the modified Fennema-Shermann Mathematics Scale and two open questions to enable pupils to state their own opinions on what they think can be done to make mathematics learning meaningful to them. The results revealed that the pupils had positive attitudes towards mathematics and many believed that the subject is worthwhile to study and necessary for their future but performed badly in the subject due to their lack of understanding the basic concepts. These findings may inform debates on pupils’ affective factors towards mathematics and instruction in the subject in order to improve performance in the subject.

mailto:[email protected]




ISSN: 2226-6348

224

Background to the study For quite some time mathematics pass rate in Mashonaland Central province has always been the lowest in summative ‘O’ Level assessments compared to other subjects. For instance, of the 20 ‘O’ Level subjects written in 2000 the mathematics pass rate was at the bottom with 17.9% and the highest pass rate was 80.7% in Principles of Accounts (Ministry of Education, Sport & Culture, Mashonaland Central Region, 2001). The trend was the same in 2008 and 2009 when the statistics shows a very low pass rate in Mathematics as compared to other subjects whose pass rate was very good. The pass rate of mathematics in three high schools located in Bindura urban is worse off with pass rates for the two consecutive years 2008 and 2009 at 8,5% and 10,8% respectively (Ministry of Education, Sport & Culture, Mashonaland Central Region, 2010). Bindura is the provincial town of Mashonaland Central containing regional administrative offices of all government ministries as well as non-governmental organizations. The provincial statistical pass rates in mathematics have sparked intense debates among parents, educators, planners especially the reasons why the three urban schools located in the urban are performing so dismally in order to suggest possible ways of improving the pass rate in the subject. There are numerous factors that influence achievement in mathematics. Among other factors pupil-teacher relationship and school disciplinary climate (Shin, Lee & Kim, 2011), teacher competence and classroom atmosphere (Lamb, 2001) and assessment methods (Ellerton & Clements, 2008) were found to influence academic achievement. Affective factors such as pupils’ values, beliefs, attitudes and emotions are said to play significant roles in learner achievement in mathematics (Grootenboer & Hemmings, 2007). One factor that is highly associated with pupil achievement is the pupils’ attitudes towards mathematics. For instance, in Zimbabwe during summative assessment results analysis in teacher development program, mathematics teachers are largely blamed for not fostering positive attitudes towards the subject during instruction (Mandebu, 1996). This blame prompted the present study in order to identify the types of attitudes that influence academic achievement in ‘O’ Level mathematics in order to provide insight to similar discussions as those in teacher development sessions. Performance in mathematics attracts attention from all walks of life creating constant search for ways for improving mathematics education (Grevholm, 2000: Julie 2004: van der Sandt & Nieuwoudt, 2005). Learner achievements are receiving great attention because mathematics is a critical filter for school leavers’ employment opportunities and full participation in society (Brumbaugh & Rock, 2001). Thus the utility of the subject is high but one wonders whether pupils studying ‘O’ Level realize the importance of mathematics in their future lives. Hence an analysis of pupils’ attitudes towards mathematics may shed light into the dispositions that pupils have towards mathematics. A review of school–based educational research has revealed that the majority of secondary school pupils find mathematics as the most difficult, abstract, deadly and boring subject (Amirali, 2010). Other research studies have shown that students in primary school enjoy mathematics but when they move to secondary school their interest towards the subject declines, (Larzim, Abu & Wan 2003; Chambers, 1998). Some societal views about mathematics such as mathematics problems have one and only one answer and can be solved in a particular way, mathematics is a solitary activity, done by individuals in isolation, mathematics requires


ISSN: 2226-6348

225

good memory and is only for clever ones (Walkerdine, 1998) are so negative that learners are not shy to admit their ignorance in the subject. This view that there exists few people with a right type of mathematical mind which allows them to understand the logical complexities of mathematical thinking makes some pupils have no social stigma about their mathematical ability unlike the social stigma society attaches to an illiterate person (Miller, 2009). Hence it is necessary to analyze pupils’ attitudes towards mathematics and their academic achievement to determine whether these societal attitudes exist in pupils. Analysis of pupils’ attitude towards mathematics, mathematics learning and their implications for mathematical instructions has long received attention from both mathematics educators and mathematicians. In particular, the relationship between attitudes towards mathematics and achievement in mathematics has traditionally been a major concern in mathematics education research (Lianghuo, 2005). The relationship between attitudes and achievement is a consequence of a reciprocal influence in that attitudes affect performance and performance affects attitudes. This foregoing factors that influence pupils’ mathematics achievement provided imperative impetus to embark on this study in Bindura urban ‘O’ Level pupils. The impetus was driven by the desire to find answers to the research questions: What are Bindura urban secondary school ‘O’ Level pupils’ attitudes towards mathematics content and mathematics learning and do their attitudes give them confidence to learn the subject? Answers to the research question can provide insight to pupils, teachers, civic and educational planners on how to improve the teaching and learning of mathematics in Bindura in particular, and Zimbabwe as a country in general. Literature review Mandebvu (1996) stated that most employers in Zimbabwe expect a job –seeking school-leaver to have passed mathematics, science and English language, among other subjects at ordinary level. This also explains why mathematics is a core subject which has a daily allocation of at least one-35 minute lesson across all time tables in the country. Mathematics is highly valued across nations, with Tecla (2007) emphasizing that, in our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. Unfortunately, performance of students in mathematics at the end of secondary education has not improved in the past decade, (Tecla, 2007). In Nigeria, the main focus is on industrial and technological development and students are encouraged to take up science related subjects, of which mathematics is one subject that cuts across all sciences, Tecla (2007). However there are various research findings which had given contrasting results concerning the relationship between attitudes and academic achievement the world over. Lianghuo (2005) argues that there is research evidence showing casual relationship between attitudes and performance. The Third International Mathematics and Science Study (TIMSS) revealed that while Japanese students have negative attitude towards mathematics they outperformed students from many other countries, Lianghuo (2005). Using data from the 1999 Trends in International Mathematics and Science Study (TIMSS), Chilean students like and value


ISSN: 2226-6348

226

mathematics but had inflated their self perception of their mathematical competence, (Ramirez, 2010). Ismail and Awang (2009) found out that student mathematical achievement significantly increased with their aspirations, perceptions of being safe in the school, self-confidence in mathematics and time spent on homework. They carried the research in 2009 which comprised of 150 schools and 5314 students from Malaysia ; 164 schools and 6018 students from Singapore .They found that almost 94% of Singaporean students obtained a score above the international average and only 74% managed to pass. Ismail and Awang (2009) stressed that students in both countries showed the best and worst performance in the same content areas. It is important to evaluate pupils’ attitudes towards their own teachers during the teaching and learning of mathematics .This is reinforced by Girl (1998) who argued that pupils’ views and opinions on mathematics learning can assist teachers to nurture a positive mathematical environment. Conversely, Girl (1998) further stressed that, to make mathematics learning a manageable endeavor for every pupil, teachers should attempt to explore pupils’ perceptions and attitudes on mathematics. Pupils’ attitudes towards their teachers should be viewed as important as it may help in finding out problems in learning and teaching of mathematics. Poor performance in mathematics has been largely blamed on teachers’ attitudes towards mathematics and the learners. According to (Roueche and Roueche, 1995 and NCTM, 2000) as cited in Adabor (2008), the major factor which influences student learning is the teacher. The teacher must have positive attitudes towards the subject and… Adabor (2008).This will help to effectively eliminate anxiety commonly encountered in mathematics learning. Girl (1998) stressed that negative attitudes of pupils towards mathematics might have resulted from the uncaring teachers who assumed mathematical calculations were easy and should be understood by learners. Furthermore, Stuart (2000) argued that negative attitudes and performance about mathematics has various causes, traceable to poor or ineffective teaching, shyness, influence of mathematics anxious teachers, siblings, peers, or the lack of confidence when working in mathematical situations .This shows that performance is an outcome of many factors which are interlinked. Hence the need to continuously conduct researches in trying to improve performance is justified. Various research outcomes have exposed some shortfalls in teachers’ attitudes towards the subject and the pupils in general. Carrol (1998) and Levine (1996) pointed out that, some teachers’ attitudes could have manifested during their schooling time before their enquiry into training and continue to display these attitudes towards mathematics after certification. Ralston (1999) argued that many teachers had exhibited higher levels of negative mathematics attitudes and comparably less mathematics skills than their academic skills. The writers also included a section on the questionnaire where pupils will state their attitudes towards their teachers. This will also assist in finding the real causes of high failure rate in mathematics at ordinary level. Awang (2009) states that educational aids and resources increase pupils’ achievement, they found out that more than 94% of Singapore students own a computer and 78% of them use computer both at home and school as compared with 56% and 25% respectively for the Malaysian students. Singapore students performed better than their counterparts from Malaysia. Based on the Trends in Mathematics and Science Study (TIMSS) in 1999 and 2003,


ISSN: 2226-6348

227

Singapore was ranked first in both years whilst its neighbor, Malaysia was ranked sixth and tenth (Ismail & Awang, 2009). This shows that parental support in terms of providing learning material increases student performance apart from fostering positive attitudes. Context of the study According to ZIMSEC (2008- 2010: page 3) syllabus, some of the aims of mathematics instruction are to develop good habits such as thoroughness, neatness and positive attitudes such as an enquiry spirit, open-mindedness, self –reliance, resourcefulness, critical and creative thinking as well as finding joy and fulfillment in mathematics and related activities and appreciate the beauty of mathematics. These aims among others, shows that the current syllabus is based on positive attitudes. Sampling procedure There are three high schools in Bindura urban. High school A had the largest enrolment of ordinary level mathematics pupils of 54%, high school B had 25% of pupils and high school C had 21% with a total enrolment of 784. The researchers opted for form four pupils just before they sat for their final national examinations in 2010 so as to get pupils’ attitudes after preparing for the examinations. Form four pupils had learnt mathematics for a number of years hence their attitudes can be viewed as an indicator of how achievement is related to attitudes. Random sampling technique was employed to ensure that every pupil has an equal chance of being selected. 72 pupils were selected. Instruments The researchers conducted a research which is mainly quantitative and borrows some elements of qualitative instruments in the form of focus group interviews in extracting information from pupils in three Bindura urban high schools. Attitude and mathematical achievement were treated as variable without specifying which is the cause and the effect. This will enable the researcher to use the Pearson’s coefficient of correlation between the variables to find if there is relationship between attitudes and performance. Since attitude as a construct is qualitative in nature, it can be transformed to become a quantitative variable by using the Likert scale. The likert scale is summarized as follows: 1= Strongly Agree with the given statement, 2= Agree, 3= Neutral, 4= Disagree, 5= Strongly Disagree with the statement, M= Missing. This will enable calculations to be done to establish the relationship between attitude and achievement. Modified Fennema-Shermann Mathematics Attitudes Scales were modified to the meet the local context. The questionnaires comprised of 20 closed questions were the likert scale was used. Two open ended questions were used on the focus group to enable the pupils to express their opinions on what can be done to improve mathematics learning. The researchers obtained end of year mock revision test marks of third term from the form four pupils in the research sample so as to compare pupil’s achievement and their attitudes. Pearson’s coefficient of co –relationship was calculated from pupils’ attitudes scores measured


ISSN: 2226-6348

228

from the questionnaires and achievement marks from revision test to find the associations between attitude and academic performance. This was chosen as it only establishes the relationship between variables and does not show which is cause and the effect. This enabled validity checking and triangulation. . Results Pupils’ responses on closed questionnaires Closed questions were subdivided into four subgroups; each had five questions on the following headlines; pupils’ views on mathematics learning, pupils’ confidence about learning mathematics, usefulness of mathematics and pupils’ views on about mathematics teachers. Table 1: Pupils’ views about mathematics and mathematics learning.

n=72

Item Narration SA% A% N% DA% SDA% D%

1 I am sure I can learn mathematics 68.6 16.4 10 5 0 0

2 Mathematics is difficult for me 5.7 20 28.6 15.7 28.6 1.4

3 I would rather have someone giving me the answers than working out difficult problems.

13 11.4 13 15.7 38.3 8.6

4 There are too many facts to learn in mathematics

28.5 28.5 23 5.7 11.3 3

5 Mathematics is my worst subject 4.2 10 13 20 41.4 11.4

From table 1 question1 on the questionnaire had 68,6% of pupils who strongly agreed that they can learn mathematics and 16.4% agreed that they can learn mathematics .This indicates a total of 85% of the pupils showing positive attitude towards mathematics against 5% who showed negative attitude implying that most pupils in Bindura urban are willing to learn mathematics. Questions 2, 3, 4, 5 showed that students showed that students have positive attitudes towards Mathematics and a few participants disliking mathematics.


ISSN: 2226-6348

229

Table 2: Pupils’ confidence about learning mathematics N = 72

Item Narration SA% A% N% DA% SDA% D%

6 I can get a good grade in mathematics 52.9 18.6 14.4 7.1 2.8 4.2

7 I think I can handle more difficult mathematics problem

23 31.4 214 11.4 8.5 4.3

8 I know that I can do well in mathematics

22 30 20 15.7 12.9 1.4

9 I am confident of doing mathematics 48.6 24.3 15.7 1.4 5.8 4.2

The highest number of pupils strongly agreed that they can get a good grade in mathematics among other questions measuring positive attitude. 48,6% of pupils ‘strongly agreed that they are confident of doing mathematics and like solving mathematics problems .The number of pupils who agreed that that they have confidence about learning mathematics is higher than other numbers representing those who were neutral disagreed and strongly disagreed This shows that most pupils have positive attitude in learning mathematics as the total number of those who agreed and strongly agreed is well above 50% for all questions on positive attitudes. Table 3: Usefulness of mathematics

Item Narration SA% A% N % DA % SDA % M %

11 Knowing mathematics will help me to learn a living

70 17.1 7.1 1.6 2.8 1.4

12 Learning mathematics is a waste of time

15.8 12.9 8.5 8.5 52.9 1.4

13 I will use mathematics a lot as an adult 31.6 15.7 15.7 11.4 21.4 4.2

14 Mathematics is helpful 50.9 20.6 10.4 6.1 10.2 1.8

15 Mathematics helps me to develop good reasoning abilities

61.4 24.3 5.8 2.8 2.8 2.9

Question 11 had the highest number of pupils who strongly agreed that knowing mathematics will help them to learn a living, having a 70% .This is followed by 61.4% representing pupils’ who believes that mathematics helps them to develop good reasoning abilities. 50.9% represented pupils who strongly agreed that mathematics is helpful whilst 28, 6% agreed, thereby giving a total 81, 5% having positive attitudes on the importance of mathematics. However, a relatively lower number of pupils being represented by 31, 6% strongly agreed that they will use mathematics a lot as an adult and those who agreed is 15.7%.


ISSN: 2226-6348

230

Generally most of the pupils have positive attitude on the usefulness of mathematics. Question 12 had 52, 9% representing pupils who strongly disagreed that learning mathematics is a waste of time whilst 8.5% disagreed This gives a total of 61, 5% having positive attitude towards learning of mathematics as being important .The above results are in line with Lianghuo etal (2005) who found out that Singapore students had high scores of (91%) on usefulness of mathematics, but low scores on the usage of mathematics as an adult of 64%. Lianghuo etal (2005) stressed that there is need to change students’ views from learning mathematics just as a compulsory subject in schools to realize the fundamental value of mathematics by exposing students to more authentic mathematics. According to Olatunde (2009), mathematics knowledge is essential not only for living effectively in society but for making useful contributions towards the development of one’s environment. Table 4: Pupils’ views about mathematics teachers n = 72

Item Narration SA% A% N% DA% SDA% M %

16 Mathematics teachers have made me feel I have the ability to go on in mathematics

38.6 28.6 11.4 7.1 10 4.2

17 My mathematics teachers have been interested in my progress in mathematics.

25.7 32.9 18.6 8.5 14.3 0

18 Getting a teacher to take me seriously in mathematics is a problem

12.9 17.1 14.3 14.3 35.7 5.7

19 I feel mathematics teachers ignore me when I try to talk about something serious

12.9 11.4 15.7 25.7 32.9 1.4

20 My teachers think advanced mathematics is a waste of time for me

10 7.1 17.1 18.2 46.1 1.5

Questions 16, 17, 18, 19 and 20 were evaluating pupils’ attitudes toward their mathematics teachers. 38.6% strongly agreed that mathematics teachers had made them feel that they have the ability to go on in mathematics and 28.6% represented responses of the pupils who agreed to the above statement. Thus 67.2% of pupils have positive attitudes towards mathematics teachers out numbering those who do not. On question 17, 25.7% represented pupils who strongly agreed and 32.9% those who agreed. Thus 58.6% of pupils who hope that their teachers want to see them succeeding in the subject. Questions 18, 19 and 20 had a high number of pupils being represented by 47.1% strongly disagreed that their teachers think advanced mathematics is a waste of time for them and 18.6% represented those who disagreed .This shows a total of 65.5% which represents a high number of pupils having positive attitude towards their teachers and their advancement in the subject. A relatively lower number of pupils being represented by 35.7% strongly disagreed that


ISSN: 2226-6348

231

getting a teacher to take them seriously is a problem in mathematics whilst 14.3% disagreed. This is followed by 32.9% representing pupils who strongly disagreed that their mathematics teachers ignore them when they try to talk about something serious. Generally, most of the pupils have positive attitudes towards their teachers. Pupils’ responses on open questions The first open question on the questionnaire was, “What do you think can be done to make you pass mathematics?” The following responses were given,

“We have very few textbooks, about 10 students share a textbooks”

“We advocated for teachers who are patient who can motivate us and instill interest, telling us that we have the ability to pass mathematics”

“I think if we practice mathematics daily and do our homework seriously we can pass” Despite societal views on the attitudes and achievement of pupils, the role of parents at home can have a bearing as they are the ones funding and raising the children. According to Teachman (1987 and Ho and Williams 1996) as cited in Liew and Pong (2004), research indicates that certain types of parental involvement, such as parental discussions with the child about the school related topics, benefit the child. Moreover parents can provide a learning environment as stated by Hartog and Brosnaa (2005) who stressed that, while parents can usually find time to read a story to their children, thereby instilling a love for literature, they are often at loss as to how to instill a love for mathematics. The second open question was on other problems which pupils face in the learning of mathematics .The following issues were raised

“I found mathematics difficult if taught for a short time for example covering a topic in one week”

“I wish we have more time to discuss individual problems with our teachers”

“I find some of the topics in mathematics too abstract and difficult to apply in real life” After examining mathematics textbooks, workbooks and test papers, one could easily see that the majority of problems that pupils have are validly, argued Lianghuo etal (2004). He concluded that, it is not difficult to understand why students view mathematics as a subject which is abstract and not applicable to real life. Pupils view mathematics as an abstract subject which needs teachers helps always hence their call for extension of time for doing. Pupils’ responses also indicate that they want to be afforded enough time to personally approach their teachers with problems which they face individually in the subject, which indicate that they have positive attitude towards the subject. This is also crucial as pupils might experience varying problems as some might be slow learners. Some pupils might be shy to ask questions in the class which be laughed by others as being too simply, thereby inhibiting others to get assistance from the teacher who could even give the required information without offending the pupil. Girl (1998) stressed that, to make mathematics learning a manageable endeavor for every pupil, teachers should attempt to explore pupils’ perceptions of mathematics as well as their favorable experiences and difficulties in learning mathematics.


ISSN: 2226-6348

232

Responses from focus group discussions

“we like mathematics despite various challenges which they had faced ranging from financial problems to inadequate resources as well as the complexity of the subject”

“ Most of our mathematics teachers are not patient and cover too much work in a small space of time”

This is in line with Olatunde (2009) who argued that, unfortunately many teachers seldom realize that how they teach, how they behave and how they interact with students can be more paramount than what they teach. Table.5 Showing the attitude scores denoted by X and achievement mark Y denoted by Y in a revision test

X Y X Y X Y X Y

75 47 85 37 60 52 94 70

71 40 46 75 75 37 93 68

50 43 74 62 78 39 54 50

76 43 37 48 65 41 84 62

66 48 61 55 60 43 61 35

73 45 64 48 58 38 79 51

71 60 63 51 71 40 51 35

60 60 46 76 75 59 86 46

48 45 47 51 83 40 53 41

57 57 94 45 80 50 88 57

76 56 73 41 70 35 68 57

35 60 67 55 73 37 68 38

84 50 38 50 63 43 80 35

66 44 78 50 69 61 78 53

79 41 76 48 66 42 60 40

84 30 67 53 73 40 78 53

78 41 88 53 86 38 62 48

83 40 64 57 88 31 57 38

The table above shows the marks obtained by the pupils in the end of mock exam against attitude score. The results are analyzed below.


ISSN: 2226-6348

233

Table 5 showing analysis of pupils’ performance

Attitude mean score 70.42 Test mean score 47.57 Standard deviation of test score 12.97 Correlation co-efficient -0.1308

The tables show that all the pupils had attitude marks which are above 50 implying that all the pupils have positive attitude towards mathematics. For most of the pupils attitude scores are much higher than test marks indicating that all the pupils have high positive attitudes even though some of the pupils have failed the test. The correlation coefficient shows a negative relationship between the two variables. Summary The study focused on determining the relationship between mathematical attitudes and academic achievement at ordinary level .The research methodology followed the mixed approach, where both qualitative and quantitative instruments were used to gather data .The questionnaire was made up of open and closed questions to explore pupils’ attitudes towards mathematics as a subject. Focus group discussions were held separately with different pupils who had filled the questionnaire, to enable triangulation of data. Pupils’ responses from the questionnaire and focus group discussions were the same indicating that they have positive attitudes towards mathematics as a subject. They acknowledged that mathematics is a useful subject which is useful in learning. They also viewed their teachers as being important and requested for additional time to consult their teachers with problems which they face in the subject .Mathematics had been portrayed as a complex subject which needs teachers with a lot of patience during teaching. Conclusion Most of the pupils greatly recognized the usefulness of mathematics despite its abstract nature and problems which they face in the schools. Pupils have positive attitudes towards learning of mathematics and they also want the subject to be allocated extra learning periods from the current recommended time of six periods per week. The recommendations from this research study are mostly targeted to improve the academic achievement of pupils at ordinary level mathematics in national examinations by addressing some of the attitudinal problems which emerged from this study. Since most pupils generally regard mathematics as a complex and abstract subject, mathematics teachers must teach the subject at slower pace and show a lot of positive attitudes in form of patience. Teachers should ensure that all the problems which pupils forward to them are solved in a way which does not offend those who have asked them. Teachers must ensure that they treat all the pupils equally, without showing a lot of positive attitudes towards fast learners.


ISSN: 2226-6348

234

Teachers should stress classroom activities that involve active teaching learning process and student’s active participation in the class. Stakeholders should organize periodic seminars and workshops for students, parents and teachers to instill positive attitudes towards mathematics. References Amirali, M. (2010). Students’ conceptions of the nature of mathematics and attitudes towards mathematics learning. Journal of Research and Reflections in Education. 4(1), 27-41. Adabor J, K. (2008). an investigation into Elementary School Mathematics Teachers and the high school mathematics teachers’ attitude towards use of Calculator in mathematics instruction and learning Available from http://etd.ohiolink.edu/view/Adabor. Accessed 11/10/10. Ellerton, N F & Clements, M A (2008). The introduction of written examinations: some historical perspectives. Journal of Applied Research in Education, 2008, Vol 12, 1-14. Girl, T, A (1998). Exploring pupils’ desirable activities in mathematics lessons. The Mathematics Educator. 3(2), 26-37. Golafshaniem, N. (2003). Understanding reliability and validity in quantitative research. The Qualitative Report. Vol 8. Available from:.http://www.nova.edu/ssss/QR/QR8_4?/ golafshani Accessed on 18/10/10. Grootenboer, P & Hemmings, B (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3 –34 Hartog, M, D. And Brosmaa (2005). Doing mathematics with your child. Math.Com. http://www.math com /parents/artic; les/ do math. Html .accessed 06/11/10. Ismail, N, A and Awang, H. (2009). Mathematics Achievement among Malaysian students: What they can learn From Singapore. Available from hppt://www.ccnet .org /journal .html. Accessed 22/10/10. Lamb, S & Fullarton, S. (2001). Classroom and School Factors Affecting Mathematics Achievement: a Comparative Study of the US and Australia Using TIMSS. Paper presented at the Annual Conference of the American Educational Research Association, Seattle, Washington, April 10-14, 2001. Lianghuo, F. Seng, Q, K. Yan, Z. Me1 Y, S. & Yee, L .P (2005) .Assessing Singapore Students Attitudes towards Mathematics and Mathematics learning. Retrieved on 24 July 2011 from http:math.ecnu.edu.cn/earcome3/TSG6/4-Fan%20L ().doc.

http://etd.ohiolink.edu/view/Adabor

http://www.math/

http://research.acer.edu.au/cgi/query.cgi?field_1=lname&value_1=Lamb&field_2=fname&value_2=Stephen&advanced=1

http://research.acer.edu.au/cgi/query.cgi?field_1=lname&value_1=Lamb&field_2=fname&value_2=Stephen&advanced=1

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=timss_monographs

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=timss_monographs


ISSN: 2226-6348

235

Liew, H, P and Pong, S. L. (2004). Mathematics and Science Achievement in Malaysia.Retrived on 16 July 2011 from http://paa2005,.princeton.edu/download.aspx?submissionld=50599. Mandebvu, O.S. (1996). Relevance of school education to employment: Expectations of Employers in Harare: Zimbabwe Journal of Education Research, 8(1), pages 12-26. Miller, M. (2009). The Beauty of mathematics denied. Retrieved on 20 November 2010 from http//:www.tekkie.wordpress.com/2009/06/.../the-beauty-of-mathematics-denied/ Olatunde, Y, P (2009). Relationship between Teachers’ Attitudes and Students’ Academic Achievement in Mathematics in Nigeria. European Journal of Social Science, 11(3), pages 364-369. Olatunde, Y, P (2009). Students Attitude towards Mathematics and Academic Achievement in Some Selected Secondary Schools in Southwestern Nigeria. European Journal of Scientific Research. Vol 3, 336-341. Shin, J., Lee, H & Kim, Y (2011). Student and School Factors Affecting Mathematics Achievement International Comparisons Between Korea, Japan and the USA, Journal of Teacher Education January 1, 2011, 62: 3-7. Tecla. A. (2007). Student’s academic achievements and learning outcomes in mathematics among secondary schools in Nigeria. http://www. Ejmste. Com/v34n2/EJMSTE_v3n2/.accessed 10/02/2011. Ralston, A. (1999). Let’s abolish paper –and-pencil arithmetic. Journal of Computer in mathematics and science, 18 (2), 173-194. Ramirez, M, J. (2005). Attitudes towards mathematics and academic performance among Chilean 8th grades. Estudios pedagogicos(Valdivia) Volume 31(1), pages 97-112. Walkerdine, V. (1998) .Counting girls out: Girls and mathematics. London: Flamer. ZIMSEC, ‘O’ Level Mathematics Syllabus (4008, 4028). Government Printers, Harare.

http://www/

Documents

An Analysis of Attitudes and Mathematics Achievement of ‘O ... · PDF fileAn Analysis of Attitudes and Mathematics Achievement of ‘O’ Level Pupils: ... ordinary level. Awang