Mathematics Attitude Scale Research Articles

The Effect of Educational Digital Games on Mathematics Attitude in Primary School

The research on the effect of educational digital games on second-grade students' attitudes towards learning mathematics opens the doors to a new educational approach that will shape the mathematical abilities of the future. This study examines the effect of educational digital games on the attitudes of second-grade primary school students towards learning mathematics. The research study group comprised two branches of second-grade students in the same school in the 2023-2024 academic year. The research was carried out with "pre and post-test design with control group", one of the experimental design types of quantitative research method. The students were divided into 40 experimental groups and 40 control groups. During the research period, the experimental group was made to work from various digital educational programs such as Wordwall, GeoGebra, Derslig. The control group was taught with traditional methods. A 27-item, 5-point Likert-type Mathematics Attitude Scale (MAT) was used as a data collection tool. The scale was applied to both groups of students before and after the experimental application. The data obtained were analysed using the SPSS package program. The pre-test data revealed that the attitude levels of the experimental and control groups were equal. Post-test data showed no significant difference between the experimental and control groups. A positive increase was observed in the pre-test and post-test results of the experimental group. These results were interpreted in different contexts.

The Effect of Mathematics Teaching with Mobile Augmented Reality Technology on Secondary School Students’ Attitudes and Academic Achievements

Nowadays, the prevalence of augmented reality technology is increasing day by day, along with the benefits it provides in many fields from shopping to education, from medicine to the automotive sector. This technology, which allows the real environment to interact with the virtual environment, has been used in many studies in the literature. In this research, the seventh-grade mathematics course, which was processed with augmented reality applications, was conducted. The effects of classroom students’ academic achievements, attitudes toward mathematics lessons, and augmented reality applications were examined. For this purpose, a quasi-experimental design with a pre-test, and post-test control group was used. The research was conducted with a total of 60 students, including 30 in the experimental group and 30 in the control group. A total of 10 lesson hours were applied, including 5 hours per week. Among the quantitative data collection tools, achievement tests, mathematics attitude scales, and augmented reality applications attitude scales were used in the research. As a result of the research, it was found that the course conducted with augmented reality application has a positive effect on the academic achievements of students. However, it was found that there was no significant difference in their attitudes towards mathematics courses. The written opinions received from the students show that the students find the lesson more entertaining and want to use it in other lessons as well.

Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.

The Role of Attitude toward Mathematics, Fear of Negative Evaluation and Stress Level for Academic Expectations in Predicting Mathematics Achievement

The aim of this study is to determine to what extent the emotional factors such as attitude, fear of negative evaluation and stress level for academic expectations predict students’ mathematics achievements. In this quantitative study a prediction research design, type of correlational design, was used to anticipate results by using particular variables as predictors. The study was conducted on 352 middle school students attending a middle school in Bursa. Students’ mathematics scores, Mathematics Attitude Scale (MAS), Fear of Negative Evaluation Scale Short Form (FNES) and Academic Expectations Stress Inventory (AESI) were used for data collection. In order to determine participants’ level of attitude toward mathematics, fear of negative evaluation and stress level for academic expectations descriptive statistics were used. Secondly to compare participants’ score on three measurements according to their gender, class level, and mathematics scores, multivariate analysis of variance (MANOVA) was employed. According to results gender did not make a significant difference on mathematics attitude, fear of negative evaluation and stress level separately, as well. Class level increases, students’ positive attitudes towards mathematics decreases. Students with high mathematics scores had significantly more positive feelings towards mathematics than students with low mathematics scores. The results of correlation analysis indicated that mathematics success was significantly and positively associated to mathematics attitude while it was significantly and negatively associated to fear of negative evaluation and stress for academic expectations.

The Effectiveness of the Jigsaw and Traditional Teaching Methods on Math Anxiety, Attitude and Performance

This study was conducted to compare the effectiveness of cooperative learning on mathematics anxiety, attitudes towards mathematics, and mathematics performance of the 12th-class Private school students of Herat City by using a quasi-experimental study. The statistical population included 650 individuals who were all high school students. 40 individuals were selected in two 20-individual groups by the multistage cluster random sampling method. The Math Anxiety Scale (Baloglu & Zelhart, 2007), the Mathematics Attitude Scale (Fennema-Sherman, 2000), and teacher-made tests of mathematics academic performance were used to collect data. The Jigsaw cooperative learning model was used to monitor the effectiveness of the presence or absence of cooperative learning, and the data were analyzed using SPSS software and one-way covariance analysis (ANOVA). In this study, three hypotheses were formulated, and their results indicated that there is a significant difference between the Jigsaw cooperative and traditional learning models in terms of math anxiety, attitudes towards math, and mathematics performance of the 12th-class Private school students of Herat City. It is concluded that the Jigsaw cooperative learning model can be used as one of the effective methods in schools to reduce mathematics anxiety, foster a positive attitude towards mathematics, and enhance the 12th-class Private school students’ mathematics performance.

Students’ Attitude towards Mathematics and its Relationship with Mathematics Achievement

This study aims to investigate the relationship between students' attitudes towards mathematics and mathematics achievement among secondary-level students at community schools in Kirtipur Municipality. A convenience sampling method was used to choose schools and random sampling method was adopted to select 100 secondary level students, comprising 50 males and 50 females from five community schools in Kirtipur Municipality. The Mathematics Attitude Scale Short Form (MASSF), developed by Yasar, M. (2014), was employed to evaluate individuals' attitudes towards mathematics. Additionally, mathematics test-item was administrated to measure mathematical achievement. The results of this research revealed a statistically significant positive correlation between students' attitudes towards mathematics and their mathematics achievement. The findings suggest that as students' attitudes become more positive, their performance in mathematics tends to exhibit a concurrent increase. Furthermore, regression analysis revealed that variations in students' attitudes towards mathematics could account for about 26% of the variability in mathematical achievement. These outcomes highlight the significance of attitudes as a predictive factor in determining students' success in mathematics. Understanding the relationship between attitudes and achievement can assist educators, policymakers, and stakeholders in developing strategies and interventions aimed at nurturing positive attitudes and improving students' mathematical achievement.

A Study of Secondary School Students’ Attitude Towards Mathematics in Tehsil Taxila

Students' progress in mathematics is determined by their attitude toward Mathematics. A positive attitude toward a subject is a prerequisite for success in any subject. This is also true in mathematics, particularly when girls are compared to boys. This study was based on a survey of secondary school students about their attitudes towards Mathematics. This research was conducted to investigate the secondary school students’ attitude towards Mathematics. The population included the (N= 1562) students of both genders. This study was conducted on the sample of 368 students (Male=184 & Female = 184) of secondary schools from tehsil Taxila. Mathematics Attitude scale was used to collect the data. The attitude scale consists of 19 items based on 4 factors. The overall reliability of questionnaire ( =0.7452) was found appropriate. A gender wise analysis of Mathematics attitude comparison showed that female students have high anxiety and fear level as compared to male students. Finally, the current study found that females at secondary level have a lower attitude toward mathematics as compared to than males.
 Keywords: Mathematics Education, Students Attitude, STEM Education, Mathematics Anxiety

Positive attitudes toward mathematics among senior high school students in Cape Coast Metropolis

The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the Fennema-Sherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.

Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners

The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners’ mathematics achievement, but has no effect on their attitudes towards mathematics.

The effect of positive error climate on affective domains in mathematics teaching

The aim of this study is to investigate the effect of positive error climate in classrooms on middle school students' error orientations and attitudes towards mathematics. The data of the research were collected in the 2021-2022 academic year. The participants of the study consisted of 44 students in two 6th grade classes in a middle school in the city of Van, Türkiye. Quasi-experimental design was used in the research and the pre and post scores of the experimental and comparison groups were compared before and after the study. The data obtained using the "Mathematics Attitude Scale" and the "Error Climate Scale" were analyzed to examine the differences within and between groups. As a result of the findings, it was seen that the positive error climate in the experimental group made a positive significant difference both on the attitude towards mathematics and on error orientations of the students. No significant change was observed at the end of the study in the comparison group in which a neutral error climate was applied. The interviews with the course teacher who carried out the application and the observations made in the classroom reinforced the positive effect of the application. Positive error climate can be seen as a part of formative assessment as it has a corrective effect on teaching in the process.

TÜBİTAK 4004 Nature Education and Science Schools “Mathematics Is In My Nature!” Evaluation of the Project

In this study, “There is Mathematics in My Nature!" which was conducted within the scope of TUBITAK 4004 Nature Education and Science Schools’ the project has been evaluated. In the project, it is aimed to carry out nature-themed activities, workshops and laboratory studies, to include knowledge and skills to be gained through new and different learning approaches, to raise awareness about mathematics in students by making them realize the relationship between different disciplines and mathematics, and to contribute to the development of students' individual creativity. In addition, it is among our aims to provide a positive change in the perspectives towards science, to provide students with a critical-artistic-inquiring perspective, to contribute to the bodily-kinesthetic development of the students, and to discover the mathematics hidden in nature and other branches of science. In addition, in this project it is aimed that the participants are actively involved in individual and group work, that their sense of curiosity is activated and that they learn by doing and experiencing. The target group of the project is 7th and 8th grade students studying in public schools in the 2020-2021 academic year. In the project, "Mathematics Attitude Scale", "Mathematics Anxiety Scale", "Affiliation to Nature Scale" and "Activity Studies Evaluation Scale" were applied to the students. In addition, in the light of the findings, it has been seen that students' learning mathematical elements intertwined with nature, by doing and experiencing, contributes to their internalization of the knowledge of mathematics and making mathematics a part of their lives. In the light of the project findings, it was observed that the participants' anxiety towards mathematics decreased, their commitment to nature and their attitudes towards mathematics changed positively. In line with the results obtained from the research, it is thought that the integration of the existing education system into the activities that the students will perform in nature by doing and living will make positive contributions to education.

Investigating groupings in pre-service accounting teachers’ attitudes towards mathematics

Background: A distinct mathematics proficiency is required in the study of accounting. The students’ success depends on attitudes towards mathematics that influence the participation rate of students in accounting modules.Aim: The main aim of the study was to investigate groupings in pre-service accounting teachers’ attitudes towards mathematics.Setting: The setting of the study was a higher education institution (HEI). This study was based on a survey of pre-service accounting teachers about their attitudes towards mathematicsMethods: This study used Fennema-Sherman Mathematics Attitudes Scales (F-SMAS). A convenient sample of the study was 255 Bachelor of Education (Accounting) students (first year = 143, second year = 77 and third year = 35). Data were analysed using descriptive and inferential statistics with p 0.050 level of significance.Results: The study found that mathematical ability, family, home context and geographical location were significant factors in determining attitudes towards mathematics and subsequent study of accounting.Conclusion: The study offers practical insights to navigate attitudes towards mathematics of students with the aim of setting mathematics support interventions given the several challenge students encounter in mathematics.

Matematik Kaygısının Nedenleri ve Öğretmenin Cinsiyetinin Bu Durum Üzerindeki Etkisi

The aim of this study is to determine the factors that affect students' attitudes towards mathematics lesson and the effect of teacher's gender on this situation, especially to examine the causes of mathematics anxiety. The universe of the research consisted of 129 students, 75 (58.1%) girls and 54 (41.9%) boys, who were studying at schools in the city center of Van in the 2018-2019 academic year. The data obtained from the research were analyzed with the SPSS (Statistical Package for Social Sciences) Package Program. Questionnaire technique consisting of two parts was used as a data collection tool in the research. While the first part of the questionnaire is the personal information form to determine the demographic characteristics of the students, the second part is the Mathematics Attitude Scale, which is used to determine the students' attitudes towards the mathematics lesson. As a result of the analysis of the data obtained from the study, it was seen that the attitudes of the students towards the mathematics lesson were moderately positive. Again, as a result of the statistical analysis, it was seen that the attitudes of the students who stated that they liked the mathematics lesson, those who stated that they were satisfied with the teacher's presentation of the mathematics lesson, and those whose parents were praising the students towards the mathematics lesson were significantly more positive. In our study, it was seen that the education level of the parents and the number of siblings of the students did not cause a significant difference on the attitudes of the students towards the mathematics lesson. In addition, it was seen that the gender of the teacher did not have a significant effect on the attitude towards the mathematics lesson.

A Correlation Study between the Attitudes of the Students’ towards Mathematics with their Performance in Mathematics

The present study was conducted with an objective to identify the relation between the attitudes of students towards mathematics with their performance in mathematics. Based on the survey research design, the study was conducted in a sample of 154 ten grader students. The performances of the students in mathematics were obtained by the school administration whereas their attitudes towards mathematics were determined with the help of survey form entitled ‘Fennema-Sherman Mathematics Attitude Scale’. The survey form was divided into eight categories as attitudes towards success in mathematics, confidence in learning mathematics, mathematics anxiety, motivation in learning mathematics, teacher scale, parents scale, mathematics usefulness and mathematics as a male domain. The study concluded with the positive correlation between the performances of the students with their attitudes towards mathematics.

Evaluation of Student Attitudes Using Multivariate Statistical Analysis

This study aims to classify the high school students’ attitudes towards Mathematics and Geometry courses with exploratory factor analysis and cluster analysis and to determine whether there is a difference between several variables determined using t-test. For this purpose, 1265 students were selected from 8 schools in Antalya province using by random sampling method and they were asked to respond to the survey form given to them. The collected data are classified using Factor Analysis and Cluster Analysis which are among the multivariate statistical methods. According to the factor analysis results, 4 factors were determined using the Geometry Attitude Scale, and two factors were determined by evaluating the Mathematics attitude scale. It was also investigated whether there was a difference between the attitudes of the students towards mathematics and geometry courses based on the averages of the responses provided by the students according to the variables of gender, grade level, and parents’ education level. The results of the analyses revealed that there was a significant difference according to the grade level, while it did not differ according to gender and education level of the parents. It was observed that the average increased as the grade level increased.

The effect of formative assessment on high school students mathematics achievement and attitudes

The purpose of this research is to examine the effects of formative assessment practices on students’ academic achievement, attitudes towards mathematics, and to investigate their views on formative assessment practices. A 12-week quasi-experimental research design was adopted in the research. The research group consisted of 51 students in the 10th grade (26 in the experimental group and 25 in the control group) of a high school. Qualitative data were obtained via functions academic test and mathematics attitude scale while a semi-structured interview form was used as a qualitative data collection tool. The quantitative results revealed that the effect of formative assessment practices on students' attitudes towards mathematics and mathematics achievement was statistically significant. According to the qualitative results of the research, formative assessment practices were found to be beneficial in terms of contributing to learning processes and encouraging students to express themselves in the classroom. It is recommended that teachers use formative assessment to support student-centered classrooms in teaching mathematics and to effectively evaluate students' mathematical competence in the learning process.

The ımpact of the techno-organic education model on the mathematical success rates and attitudes of students

Techno-organic education is an education model that allows children to gain the knowledge, skills, and values that are necessary for life by establishing a correct balance of natural and technological understanding. This research was conducted to examine the impact of the Techno-Organic Education Model on students' academic achievements and attitudes for math. For this purpose, the explanatory sequential mixed design was used to conduct this study. The study group consisted of 38 primary school students. Mathematics Course Achievement Test, Mathematics Attitude Scale and semi-structured interview form used as data collection tools. This research included a 4-week application within the scope of the Techno-Organic Education Model program which is developed by the researchers. For the analysis of the quantitative data, independent samples t-test; dependent samples t-test; Wilcoxon Signed Ranks Test, Mann Whitney U Test, and content analysis method were used. As a result; a statistically significant difference was revealed between pre-test and post-test scores for the success rate and attitude of the students in the experimental group, and there has also been a statistically significant difference between the post-test success and attitude scores of the experimental group and the control group. According to qualitative findings of the study; students think positively about the use of techno-organic education model in their courses, and they generally liked the applications and thought they weren’t too difficult, and that this particular model increased their interest in the course.

Development and implementation of mathematics attitudes scale for the primary and secondary students

This study aimed to develop a scale to measure primary and secondary school students' attitudes towards mathematics. For this purpose, a Likert-type scale consisting of 27 items in which students will measure their attitudes towards mathematics was prepared and implemented. The validity and reliability were performed on the data obtained from primary and secondary school students from 328 people selected by random sampling method. Validity of the scale to determine the factor analysis in the items of the scale factor loadings 0.44-0.75 changed between the Kaiser-Meyer Olkin (KMO) value was .89, for reliability, calculated internal consistency coefficient (Cronbach's alpha) of the value of α = .88 was found. Findings related to the reliability and validity of the scale are a valid and reliable structure shows. Besides, students' mathematics attitude scale as a result of the implementation of the various variables to be examined in terms of mathematics attitude based on the findings can not be differentiated by gender, grade level showed a significant difference in terms of results has been reached.

An examination of the relationship between secondary school students’ abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics

This study aims to examine whether there is a relationship between abstract thinking skills, self-efficacy perceptions and attitude towards mathematics and how these variables predict mathematics achievement. The study was conducted with 198 eighth-grade students who were selected by random sampling and the relational screening model was used. For data collection, the tools of “Abstract Thinking Test in Mathematics”, “Self-Efficacy Perception Scale towards Mathematics”, “Mathematics Attitude Scale” and Mathematics course notes of students were resorted to. According to the findings, it was concluded that there were significant relationships between students’ abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics, and these variables explained 37% of the variance in mathematics achievement. There was no significant difference in mathematics achievement between the groups according to the type of school, while it was found that the scores of the students' abstract thinking skills, attitude towards mathematics and self-efficacy perceptions differed in favor of the students studying in non-boarding secondary school. In addition, no significant difference was observed between the groups in terms of students' mathematics achievement according to their boarding status. It was found that there were significant differences in terms of the other three variables. Suggestions were made to increase mathematics achievement, especially in boarding secondary schools, and it was also offered to increase the feasibility of the environment of the boarding secondary schools.

The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes

The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.