Secondary School Student Attitudes Towards The Study Of Mathematics And Their Academic Achievement

Mathematics Education Project Material

Secondary School Student Attitudes Towards The Study Of Mathematics And Their Academic Achievement

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:


  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation

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Frequently Asked Questions

What affects students’ attitudes towards learning mathematics?

Students’ learning of and performance in mathematics is affected by a number of factors, including students’ attitude towards the subject, teachers instructional practices, and school environment. This study was conducted to investigate students’ attitudes towards learning mathematics in Tanzania.

Do students’ attitudes change as they advance in school?

Despite the limitations, the study findings expand the pool of research by adding empirical evidences in support of the recent trends that students’ attitudes are positive, but become less positive as they advance in school education. It was also found that among the attitude components only mathematics enjoyment affected students’ performance.

How do you measure a student’s attitude towards mathematics?

In order to say that a student has a positive attitude towards mathematics, he or she has to at least score a mean value above 3.0, the midpoint of the scale. As presented in Table 3, the attitude scores vary between.

How does peer influence affect students’ perception and attitude towards mathematics?

The results of the present study show also that discouragement from peers affected students’ learning and their attitude towards mathematics. According to He (2007) peer influence is a very important factor that can significantly affect students’ perception towards mathematics.

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