Mathematics performance attributions of first year students enrolled in different areas of study at the National University of Lesotho

Abstract

Explanations of why things happen the way they do are influenced by experiences, situations, and perceptions. Whereas students enrolled in one area of study might attribute success or failure on a task to one factor, those enrolled in a different area of study might attribute it to a different factor. This study investigated factors to which Basotho first year university students enrolled in different areas of study attribute success or failure in mathematics. Additionally, it examined the extent to which the students enjoyed and gender-typed mathematics. Five hundred and sixty-three (563) first year students enrolled at the National University of Lesotho (NUL) during the 2000/2001 academic year responded to a questionnaire that, among other things, identified factors to which the students attributed their success or failure in mathematics. Results showed that their explanations depended significantly on their area of study. Whereas science students attributed failing and successful performance to effort, students in other areas of study tended to attribute their performances to ability or luck. Instructional and research implications of these findings are identified and discussed.