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THE IMPACT OF ATTITUDE TOWARDS MATHEMETICS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG GRADE SEVEN STUDENTS IN H.DH ATOLL EDUCATION CENTRE
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Added on 2019-09-23
THE IMPACT OF ATTITUDE TOWARDS MATHEMETICS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG GRADE SEVEN STUDENTS IN H.DH ATOLL EDUCATION CENTRE
Added on 2019-09-23
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Name: SHAHEEDA ALI Student Number: Word count: Name of the college:Mianz International College Tutor name: Ahmed Habeeb“DISSERTATION”“THE IMPACT OF ATTITUDE TOWARDS MATHEMETICS ON STUDENTS’ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG GRADE SEVENSTUDENTS IN H.DH ATOLL EDUCATION CENTRE.”1 | P a g e
TABLEOF CONTENTSChapter 1............................................................................................................................................4Introduction....................................................................................................................................4Background....................................................................................................................................5Scope of the research.....................................................................................................................8Objectives.......................................................................................................................................9Research Problem..........................................................................................................................9Research Subsidiary Question.....................................................................................................10Significance of the study..............................................................................................................11limitations of study.......................................................................................................................12Chapter 2: Literature Review...........................................................................................................13Chapter 3:.........................................................................................................................................26Methodology................................................................................................................................26Descriptions of sites.....................................................................................................................28Participants...................................................................................................................................29Data collection methods...............................................................................................................30Chapter 4: Result and discussions....................................................................................................32Result...........................................................................................................................................32Discussions...................................................................................................................................34Recommendations........................................................................................................................36Chapter 5: Conclusions....................................................................................................................37Reference List..................................................................................................................................38Appendices.......................................................................................................................................40Appendix 1...................................................................................................................................45Appendix 2...................................................................................................................................46appendix 3....................................................................................................................................47Appendix 4...................................................................................................................................482 | P a g e
Appendix 5...................................................................................................................................49Appendix 6...................................................................................................................................50Appendix 7...................................................................................................................................51Appendix 8...................................................................................................................................52Appendix 9...................................................................................................................................53Appendix 10.................................................................................................................................54Appendix 11.................................................................................................................................55appendix 12..................................................................................................................................56Appendix 13.................................................................................................................................56Appendix 14.................................................................................................................................57Appendix 15.................................................................................................................................583 | P a g e
CHAPTER 1INTRODUCTIONThis introduction chapter includes the overview of the overall study and also represents thebackground of the study along with the background of the research study. There is the hypothesisand the research topic has been discussed under this section. The objective of the study is to findout the impact of mathematics on the students of seven grades in H DH Atoll Education Centre.There are all together four chapters which includes literature review, research methodology aswell as the discussion and the results. In the chapter 1, there is also brief discussion on thelimitation as well as the significance of the project.4 | P a g e
BACKGROUNDThis is most important to have proficiency in subjects, like languages, science as well as inmathematics and that is found as an essential precursor for getting the success in modern society.As per Eshun (1995), it has been found that the attitude towards the mathematics should be “adisposition towards the aspect for mathematics that has been acquired by an individual through hisor her beliefs as well as experiences but which could be changed”. It becomes more importantwhile emphasizing on the individual experiences and in those contexts students will interact witheach other’s and in that case mathematics becomes a focal point. According to Fraser and Kahle(2007) have given more emphasised on the aspect of research where it shows that there are someshould be learning environments within home, school and within the peer group that are accountedfor the significant amount for variance of the student attitudes and also within the class ethos, ithas a significant impact for the scores that are achieved by the students for their positive attitudetowards mathematics [ CITATION Tab07 \l 16393 ]. However, it has been observed that most ofthe cases there is anxiety for mathematics in the school level. Although, those subjects which aretaught at the period of students’ educational curriculum, are found extremely important for thefuture with the particular student. So, as a teacher, I have a responsibility to deliver the subject tostudents so that they will find interest and motivation for studying mathematics as serious aspossible. It has been seen that there are some students who could not pass the subject or takemathematics with negative attitude. Depending on the experience in case of mathematics withinschool, students should develop the general attitudes along with their nature as well as the valuetogether with their own abilities and most important of development of interest for studying thissubject. The attitudes as well as behaviours are found to be measured frequently by using the self-report which are enable to economic survey of method and that will be employed as a large scalethat includes the instructional methods. These methods are highly effective with the learners or thestudents. Moreover, According to Samuelson and Granstrom, attitudes and behaviours of studentshave also observed to be influenced within school as well as the class room factors [ CITATIONGeo12 \l 16393 ]. Those attitudes are seen as cognitive as well as effective orientation fordisposition towards the object, situation, idea or person etc. In some early findings, it has beenshowed that girls tend to have more negative attitudes for mathematics when the boys will dotogether with this, attitudes will tend to have negative like pupils will move from the elementarytowards the secondary school. It is also important to enhance the general attitude of the classtowards mathematics and that should be related with the quality of teaching as well as the social orpsychological climate of the class as for developing the positive attitudes requires the individualeffort. In this way the anxiety towards mathematics can be reduced through systematic5 | P a g e
destinations. In addition with the recent evidence has been suggested for the collaborativeapproaches which will promote the positive attitude among the students. Another attitude willmeasure the need for substantial refining and that difference the basic approaches based on thedefinition of attitude towards mathematics. First of all there is a simple definition that willdescribe that the degree of effect which is associated with the mathematics is called the attitudewhich is the emotional disposition towards mathematics. After this, three component definitionswill allow to distinguish believes, behaviours as well as the emotional response which are thecomponent of attitude [ CITATION Aye04 \l 16393 ].According to Ma.X and J.Xu (2004) has reported that mathematics has the confidences and alsothe attitude towards mathematics will be affective Stacey who will find that the students alongwith their positive attitude for mathematics progress to be more effective behavioural along withthe developed conceptual understanding.It has been also observed that from the very beginning, when the gaining of knowledge wasunderstood that will be beneficial for the person, Mathematics was taught in Maldives along withArabic and Dhivehi. This education practice is seen before schools as well as the educationalcentres were built. In the old text books, which were followed until recently, teachers explain thequestions which are provided in the book and answer them by looking at the book. However, thenew text books are designed for the students to conceptualized and find the answers forthemselves with the guidance of the teacher [ CITATION Ake06 \l 16393 ]. From different research studies, we have seen that there are different factors which will facilitatethe learning as example, readiness, mental health and teachers’ personality or the motivationmental set up. In similar way, the number of studies will indicate that students will learn andachieve the correlated with educational attainment with the concern of parents. In this instance, ithas been seen that there are students whose parents had attained less in school and having lowergrades, also have low marks in mathematics that those students whose parents has found to attendhigher level of education with high marks in mathematics.Research also finds that there are various factors which will affect the learning of students inmathematics. Some of those factors affect those students in learning the Demographic factors likegender or parents’ educational level as well as socio economic status. As next instrumental factorsin curriculum, there are instructional strategies as well as the methods, the competency of teachersand the facilities of school context. There are the third factor which is also an individual factor likeself –direct learning to improve the arithmetic ability together with the motivation andconcentration [ CITATION Ars12 \l 16393 ].6 | P a g e
This research will be a good tool for the management of the schools, teachers and even the parentsto understand the issues behind student’s overall attitude towards Mathematics, why studentsachieve low on this subject and the relationship between the student’s attitude on Mathematics andthe students’ academic performance. In the research methodology, both kinds of researches, qualitative as well as quantitativeresearches have been carried out.The target group of the research are the Grade 7 students of H. DHKulhudhuffushi Atoll Education Center (AEC). From 1979, H. DHKulhudhuffushi Atoll Education Centre (AEC) has been successfully educatingmany young minds under the same roof, from grade 1 to grade 7, andrecently they have incorporated pre-school age group to the school. According to the leading teacher of grade 7, the performance of students onmathematics is very low. Mathematics is a compulsory subject for all the students at the school just likeall the other government schools. The school does not hold special programs on Mathematics specifically,however, the school helps out students in every subject that the student isweak by conducting remedial classes. 7 | P a g e
SCOPEOFTHERESEARCHAs per the scope is concerned, mathematics is considered as a one of the main subjects which aretaught in the school levels. My personnel experience as a students and also as a teacher have givenme a very good insight of the issue of student’s attitude on mathematics. There are many studentswho dislike the mathematics class and at the same time there are various reasons for the attitude.That can be due to the past experience or the past results for the subject mathematics andeventually there is a pressure from the side of parents for achieving the higher marks. The poormarks can also possible for poor understandable of the subject due to the poor delivery of teacherin that subject. According to International Electronic Journal for Mathematics Education (IEJME),anxiety caused by mathematics will be experienced and for that reason the degree ofunderstandable of mathematics within children will be perceive their performance in mathematicsas per their level of confidence.So, the impact on the performance of students, it is very much important to understand the needsof the mathematics firsts and thereby, teachers as well as the school management who willstrategize the ways for guiding the students in case of changing the attitude towards positive one.There is better as well as more productive academic performance will be thus achieved throughthese manners.8 | P a g e
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