scholarly journals A study on relationship between achievement in mathematics and attitude towards mathematics of secondary school students’

2016 ◽  
Vol 4 (3) ◽  
pp. 402
Author(s):  
Monoranjan Bhowmik ◽  
Bharati Banerjee (Roy)
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Attitude Scale ◽  
School Students ◽  
Significant Difference ◽  
Attitude Towards Mathematics ◽  
Spss Software ◽  
Achievement In Mathematics ◽  
And Mathematics

<div><p><em>The purpose of this study was to investigate high school students’ attitude towards mathematics and achievement in mathematics. For this purpose, the methodology employed in this study was a descriptive type. The participants of this study consisted of 394 secondary (class ten) students from six different high schools. The Mathematics Attitude Scale and Mathematics achievement questioner developed and standardized by the authors. The data was quantitatively analysed by using independent samples t-tests and Pearson’s correlation coefficient (0.05 significant level) using SPSS software. Findings showed that in gender difference there had significant difference on the students’ attitude towards mathematics, though there is not so significant difference in achievement in mathematics. Also there is a significant positive correlation between attitude towards mathematics and achievement in mathematics.</em><em></em></p></div>

scholarly journals Academic Achievement Test in English and Mathematics of Secondary School Students in relation to Gender Differences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Mohd Hasan ◽  
Salahuddin Khan
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Female Students ◽  
Male Students ◽  
Achievement Scores ◽  
School Students ◽  
Male And Female ◽  
Significant Difference ◽  
And Mathematics

The present research study aims to examine the academic achievement of secondary school students in relation to gender differences. The study was carried out on a sample of 100 male and female students studying in class IXth of Aligarh District, U.P. India. Two self developed tools were applied which finally analysed by applying Mean, SD, t-Test and Pearson‟s Coefficient Correlation (r). Results revealed a significant difference between male and female students in English achievement scores and also no significant difference was found between English and Mathematics achievement scores of IXth grade male students. Results also revealed low positive correlation between English and Mathematics achievement of male students of IXth grade and moderate positive correlation between English and Mathematics achievement of female students of IXth grade. The results suggested to the need of motivation and encouragement for enhancing academic achievement scores of male and female students.

scholarly journals ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES

2021 ◽  
Vol 3 (2) ◽  
pp. 59-64
Author(s):  
Louise M Saija
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
School Students ◽  
Mathematics Problem Solving ◽  
Perceptual Learning Style ◽  
Significant Difference ◽  
And Mathematics

This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly  one learning style and most of the students has kinesthetic learning style; (2) Students who have  three or less major learning styles perform good mathematics achievement,  and  students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.

scholarly journals Examination of Social Media Attitudes and Loneliness Levels of Secondary Education Students with Regard to Gender and Sport

2018 ◽  
Vol 7 (5) ◽  
pp. 54
Author(s):  
Gaye Erkmen ◽  
Mehmet Altin
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Secondary School Students ◽  
Personal Information ◽  
Attitude Scale ◽  
Education Students ◽  
School Students ◽  
Test Analysis ◽  
Significant Difference ◽  
Students Attitudes

The purpose of the study was to examine secondary school students' attitudes towards social media and their loneliness levels in terms of gender and whether they do sports or not. The sample of the study consisted of 175 female and 269 male secondary school stıdents. To collect data personal information form, Social Media Attitude Scale (Otrar ve Argın, 2013) and UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980) were used to in this study. Independent t test analysis was conducted to examine whether the participants' social media attitudes and loneliness levels differed with regard to gender and do sport. According to the results, there was no significant difference in social media attitudes (t = -.832, p > .05) with regard to gender. However, loneliness levels of the participants seems to be significantly different with regard to gender (t = -6.513, p = .000). When the participants were examined whether they do sports or not, there was not any significant difference in social media attitudes (t = -.427, p> .05). However, the levels of loneliness was significantly found to be different in terms of doing sports or not (t = -3.675, p = .000). Furthermore, there was not a significant relationship between social media attitudes and loneliness (p > .05). It can be concluded that sport and regular physical activity can be considered as a means to provide environments where individuals will feel far away from the feeling of loneliness and that they will feel themselves more valuable. 

scholarly journals SELF-EFFICACY AND ATTITUDE AS PREDICTORS OF MATHEMATICS PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 9 (10) ◽  
pp. 667-676
Author(s):  
Mario A. Fetalver Jr. Ph.D. ◽  
◽  
Edfelmar M. Merano ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Physiological State ◽  
Mathematics Performance ◽  
Senior High School ◽  
Vicarious Experience ◽  
School Students ◽  
Attitude Towards Mathematics ◽  
And Mathematics

This study determined the relationship of self-efficacy, attitude, and performance in mathematics of senior high school students. Specifically, the study (a) described the level of mathematics self-efficacy of studentrespondents in terms of mastery experience, vicarious experience-peers, vicarious experience-adults, social persuasions, and physiological state, (b) characterized the attitude of the student-respondents towards mathematics in terms of anxiety, confidence, enjoyment, and benefits/value, (c) described the mathematics performance of the respondents, (d) determined the significant relationship between self-efficacy, attitude, and mathematics performance of the respondents, and (e) determined the predictors of students mathematics performance. Simple random sampling was used in identifying the 229 samples from three (3) public secondary schools offering senior high school in the Tablas Island. The researchers used the validated Self-Efficacy and Attitude towards Mathematics questionnaire. It was found out that the student-respondents have moderate mathematics self-efficacy in mastery experience, vicarious experience-peers, vicarious experience-adults, social persuasions, and physiological state. It was also found out that there was a high level of attitude towards mathematics in terms of benefits/value and moderate level of attitude towards mathematics in terms of anxiety, confidence, and enjoyment. Majority of the student-respondents did not meet the expectations in terms of mathematics performance, but a significant percentage of the group was average in the acceptable range of rating as significant relationship exists between self-efficacy, attitude and mathematics performance. The study revealed that the mathematics performance was predicted by variables such as vicarious experience-adults, benefits/value, anxiety, and vicarious experience-peers.

scholarly journals Study of attitudes towards values among High School Students

2021 ◽  
Vol 4 (1) ◽  
pp. 11-16
Author(s):  
Ramalingam N ◽  
Palanivelu G
Keyword(s):  
High School ◽  
High School Students ◽  
Field Research ◽  
Attitude Scale ◽  
School Students ◽  
Research Papers ◽  
Language Of Instruction ◽  
Simple Event ◽  
Significant Difference ◽  
The Subject

Field research was used to find a attitude towards value among high school students. In Tiruvallur district, 250 high school students were selected as study samples in simple event sampling. The data was designed and the data was designed by the Sublime Attitude Scale Investigator to collect research data. The data collected was tested using analyses at the point of average, deplanation, t-test, etc. As a result of the study, high school students have a significant difference in their gender, language of instruction and school location. To bridge these differences, teachers should first be trained in workplaces to teach values in conjunction with the subject. In order to encourage teachers to provide research papers on value, they should participate in seminars and workshops to improve their teaching skills. Thus, when teachers combine with the subject during learning teaching and teach them values, students can become better citizens.

scholarly journals Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

2019 ◽  
Vol 8 (3) ◽  
pp. 102
Author(s):  
Priscilla Gachigi Njoki ◽  
Dakota King-White ◽  
Theresia Kinai ◽  
Edward Kigen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Simple Random Sampling ◽  
Self Concept ◽  
Average Score ◽  
School Students ◽  
The Past ◽  
And Mathematics

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students&rsquo; academic self-concept and boost students&rsquo; mathematics achievement.

Attitudes, beliefs, and mathematics achievement of German and Japanese high school students

2000 ◽  
Vol 24 (2) ◽  
pp. 190-198 ◽  
Author(s):  
Bruce Randel ◽  
Harold W. Stevenson ◽  
Evelin Witruk
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Achievement ◽  
Poor Performance ◽  
High School Mathematics ◽  
School Students ◽  
Japanese Students ◽  
Attitudes And Practices ◽  
Mathematics Test ◽  
And Mathematics

A total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students’ performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying. Students in both countries expressed few indications of maladjustment. When differences were found the indices of maladjustment were more common among German than among Japanese students. Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement.

scholarly journals The Relationship between Secondary School Students’ Writing Attitudes and Anxiety and Writing Disposition

2021 ◽  
Vol 9 (2) ◽  
pp. 136
Author(s):  
Berna Urun Karahan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
School Students ◽  
Writing Anxiety ◽  
Teaching Language ◽  
Significant Difference ◽  
Writing Attitudes ◽  
The Relationship ◽  
Academic Year

Literacy is an important result of language teaching. Language skills are like the pieces of a whole. The accurate acquisition of these skills, which are needed to be used effectively by individuals both in their social and educational life, is equally valuable. Writing is a skill that is acquired and developed mostly during the learning process among these skills. Writing requires not only recognizing the letters and language rules but also understanding and internalizing oneself and the environment. Therefore, emotions, opinions and experiences regarding this skill should be emphasized. The aim of this study is to review the relationship between secondary school students’ writing attitudes and anxieties, and writing dispositions. The study group of the study included secondary school students who were randomly selected in the center of Kars, Turkey in the 2019-2020 academic year. Data were collected using “the Attitude Scale towards Writing for Secondary School Students”, “the Writing Disposition Scale”, and “the Writing Anxiety Scale for secondary school Students”. The results showed that secondary school students’ writing attitudes, dispositions and anxieties did not produce a significant difference based on the variable of gender.

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