Abstract
AbstractThe purpose of the study was to investigate the relationship between affective and cognitive mathematics-related variables and computer course participation. The study was longitudinal in design and involved 415 students at grade 8 and again at grade 12. The study found evidence that the sex of the student affected the relationship between computer course participation and each of mathematics achievement and mathematics course participation. Male participation in computer courses differed significantly from the observed frequencies for quarters of mathematics achievement distribution and for levels of mathematics course participation. Female participation in computer courses did not differ significantly from the observed frequencies and, thus, represented a proportionate selection of females from each quarter of mathematics achievement or from each level of mathematics course work completed. The study also showed that certain student attitudes toward mathematics, student career interests, and pare...
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