Abstract
Students' academic problem in the achievement of Mathematics education dominates persistently in Gindeberet preparatory school. The insight into the study arose from annual report of school and the researcher's teaching experience. Therefore, the purpose of this study was to identify factors that influence student’s achievement towards Mathematics and examine students' attitude towards Mathematics in preparatory school at Gindeberet Woreda. In this study, target population was 1029 (male= 529 and female=500) of grade 11 students. Simple random sampling technique was used to select the representative from the entire population. Thus, among the total sample (154), 87 were male and 67 were female. Eleven (11) Mathematics teachers were also selected availably. Authors used two data collection instruments; Attitude towards Mathematics Inventory developed by Tapia and Marsh (2004) and questionnaires were employed. Descriptive and inferential statistics were applied for data analysis. The result of this study revealed that, teachers are less committed in teaching methods and strategies that they have used in their lesson were determinants of students' achievement in Mathematics from teachers side and also the students' achievement were determine by parents income, mother educational level, parental involvement, classmate encouragement, time the spent on mathematics task were main statistical significant determinants of students achievement in Mathematics and attitude of students towards Mathematics was neutral in this study. Based on this findings and conclusion valuable recommendations were formed. Thus, based on students attitude towards Mathematics and on others determinants of students achievements in Mathematics; teachers, parents, school administrators, supervisors, communities and other stakeholders should have discussed and work together to improve students success in mathematics cooperatively.
Highlights
The socio – economic development of many countries has been strongly linked with education
[10] has reported girls performing better than boys but some researchers, [11] indicated that this trend seems to change in secondary school because girls shows more mathematics anxiety than boys
Since one of the objective of this study was to identify students' attitude towards mathematics, the interpretation and the decision about their attitude, positive or neutral or negative is given as follows: If ATMS was between 1.00 and 2.33 inclusive interpreted as a student had negative attitude towards mathematics; if it was between 2.34 and 3.66 inclusive interpreted as a student had neutral attitude and if it was between 3.67 and 5.00 inclusive interpreted as a student had positive attitude [31]
Summary
The socio – economic development of many countries has been strongly linked with education. Teaching Mathematics at preparatory school level should given due emphases towards improving students attitude and achievement. Students’ mathematical achievements in secondary school have an influential effect on their performance in college and their future careers. Having a solid background in mathematics helps students develop sophisticated perspectives and offers more career options. The importance of mathematical learning has repeatedly been emphasized by educators and politicians [1]. Both teachers and parents have paid attention to students’ performance in mathematics and their progress every year. Politicians have called for improving students’ overall performances and closing students’ achievement gaps.
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