Exploring the Relationship between Government Girls Secondary School Students' Attitude and Motivation towards Learning Mathematics
DOI:
https://doi.org/10.62843/jrsr/2024.3a029Keywords:
Attitude toward Mathematics, Motivation, Intrinsic Motivation, Extrinsic MotivationAbstract
This study investigated the relationship between government girls' secondary school students' attitude and their motivation towards learning mathematics. The study adopted a quantitative method for the collection and analysis of data. The population consisted of all female students studying in government secondary schools in the Malakand district during the academic session 2024. The sample consisted of 353 female students in 9th and 10th classes. The study used an adopted questionnaire for the variable attitude of students towards learning mathematics, while a self-constructed questionnaire for the variable motivation towards learning mathematics was used to collect data from the respondents. The study revealed that government girls' secondary school students had a positive attitude towards learning mathematics. The study found that girls’ students have above-average levels of motivation for learning mathematics. A positive moderate significant relationship was explored between government girls' secondary school students' attitudes and motivation towards learning mathematics. The study recommended that government secondary school teachers try to develop positive attitudes among students and motivate them to learn mathematics by adopting appropriate teaching methodologies to teach mathematics effectively and interestingly. The mathematics teachers may use both intrinsic and extrinsic motivational techniques during instruction to develop positive attitudes of students towards learning mathematics.
References
Adebule, S. O., & Aborisade, O. J. (2014). Gender comparison of attitude of senior secondary school students towards mathematics in Ekiti state, Nigeria. European Scientific Journal, 10(19), 153-160. https://core.ac.uk/download/pdf/236412849.pdf
Akendita, P. A., Arthur, Y. D., & Asare, B. (2024). Moderating effect of teacher efficacy on the relationship between students’ perception of mathematics and students’ mathematics achievement. International Journal of Didactical Studies, 6(1), 1-17. https://doi.org/10.33902/ijods.202528932
Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60–73. https://doi.org/10.29333/iejme/218
Albelbisi, N. A., Al-Adwan, A. S., Habibi, A., & Rasool, S. (2022). The relationship between students’ attitudes toward online homework and mathematics anxiety. International Journal of Mathematical Education in Science and Technology, 1–19. https://doi.org/10.1080/0020739x.2021.2023769
Ali, A. A. (2008). Perceptions, difficulties and working memory capacity related to mathematics performance [Doctoral dissertation]. University of Glasgow.
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. https://ecommons.aku.edu/pakistan_ied_pdck/8/
Asante, K. O. (2012). Secondary students' attitudes towards mathematics. IFE Psychologia: An International Journal, 20(1), 121-133. https://hdl.handle.net/10520/EJC38916
Atanasova-Pacemska, T., Lazarova, L., Arsov, J., Pacemska, S., & Trifunov, Z. (2015). Determination of the factors that form the students’ attitude towards mathematics. Istraživanje matematičkog obrazovanja, 7(12), 1-8. http://www.imvibl.org/dmbl/meso/imo/imo2.htm
Aust, L., Schütze, B., Hochweber, J., & Souvignier, E. (2024). Effects of formative assessment on intrinsic motivation in primary school mathematics instruction. European Journal of Psychology of Education, 39(3), 2177–2200. https://doi.org/10.1007/s10212-023-00768-4
Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: A case study at Ba and Tavua secondary schools. Frontiers in Applied Mathematics and Statistics, 7. https://doi.org/10.3389/fams.2021.614408
Darmayanti, R., Laila, A. R. N., Khan, S., Fitriyah, I. D., Bausir, U., Setio, A., & Usmiyatun, U. (2023). Students' Attitudes Towards Learning Mathematics:" Too Soft Attitudes-Very Difficult-Boring-In A Good Way". Indonesian Journal of Learning and Educational Studies, 1(1), 29-50. https://doi.org/10.62385/ijles.v1i1.11
Davadas, S. D., & Lay, Y. F. (2017). Factors affecting students’ attitude toward mathematics: A structural equation modeling approach. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 517-529. https://doi.org/10.12973/ejmste/80356
Farooq, M. S., & Shah, S. Z. U. (2008). Students' attitude towards Mathematics. Pakistan Economic and Social Review, 46(1), 75-83. http://www.jstor.org/stable/25825325
Hidayatullah, A., & Csíkos, C. (2024). The role of students’ beliefs, parents’ educational level, and the mediating role of attitude and motivation in students’ mathematics achievement. The Asia-Pacific Education Researcher, 33(2), 253–262. https://doi.org/10.1007/s40299-023-00724-2
Kasimu, O., & Imoro, M. (2017). Students’ attitudes towards Mathematics: The case of private and public junior high schools in the east Mamprusi district, Ghana. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(5), 38-43.
Kibrislioglu, N. (2015). An investigation about 6th grade students’ attitudes towards mathematics. Procedia-Social and Behavioral Sciences, 186, 64-69. https://doi.org/10.9790/7388-0705063843
Kibrislioglu, N. (2015). An investigation about 6th-Grade students’ attitudes towards mathematics. Procedia-Social and Behavioral Sciences, 186. 64-69. https://doi.org/10.1016/j.sbspro.2015.04.024
Maghfiroh, R., Setiawan, A., Saputra, A. A., Afifah, A., & Darmayanti, R. (2023). MOVEON: Motivation, anxiety, and their relationship to mathematics learning outcomes. AMCA Journal of Education and Behavioral Change, 3(2), 44–47. https://doi.org/10.51773/ajeb.v3i2.271
Marchis, I. (2011). Factors that influence secondary school students’ attitude to mathematics. Procedia, Social and Behavioral Sciences, 29, 786–793. https://doi.org/10.1016/j.sbspro.2011.11.306
Marchis, I. (2011). Factors that influence secondary school students’ attitude to mathematics. Procedia-Social and Behavioral Sciences, 29, 786-793. https://doi.org/10.1016/j.sbspro.2011.11.306
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2018). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.29333/iejme/3997
Oredina, N. A., Cariaso, M. C., Delmendo, M. R. M., Baduad, C. L., & Abubo, R. P. (2024). Relationship of attitude and performance in mathematics of the BEEd and BSE students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 15(2), 117–124. https://doi.org/10.61841/turcomat.v15i2.7535
Pedersen, I. F., & Haavold, P. Ø. (2023). Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching. International Journal of Mathematical Education in Science and Technology, 54(8), 1649-1663. https://doi.org/10.1080/0020739X.2023.2189171
Stailud., M. D., & Zanzini, N. B. (2024). Factors affecting the interest and attitude of pupils towards learning mathematics in selected schools of eastern province, Zambia. International Journal of Research and Innovation in Social Science, VIII(I), 1731-1740. https://doi.org/10.47772/ijriss.2024.801126
Utsumi, M. C., & Mendes, C. R. (2000). Researching the attitudes towards mathematics in basic education. Educational Psychology, 20(2), 237–243. https://doi.org/10.1080/713663712
Yaşar, M. (2016). High school students' attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 931-945. https://doi.org/10.12973/eurasia.2016.1571a
Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C. (2023). Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. Social Psychology of Education, 26(3), 579-601. https://doi.org/10.1007/s11218-023-09760-8
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Naeema Bibi, Dr. Iqbal Amin Khan, Muhammad Nisar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
