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Relationship Between Attitudes towards Mathematics and Mathematics Performance among Form Three Students in the Southeast Sub- Region, Botswana

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  • Kgalalelo Kenosi

    (Student Researcher, Department of Educational Psychology, Kenyatta University, Kenya)

  • Samuel Mutua Mutweleli

    (Lecturer, Department of Educational Psychology, Kenyatta University, Kenya)

  • Richard Mbithi Wambua

    (Lecturer, Department of Educational Psychology, Kenyatta University, Kenya)

Abstract

Despite governments’ interventions and education being an important sector in individual and national development, poor performance in Mathematics has been prevalent, and it has been connected to several variables related to schools, teachers, parents, students, and socioeconomic status. The decline in Mathematics performance deprives learners of rewarding opportunities like furthering education and career opportunities in several disciplines, including engineering, social sciences, arts, and medicine. This study aims to: establish the relationship between attitudes towards Mathematics and mathematics performance among Form three students in the Southeast sub-region. The study employed a correlational research design. The study’s targeted population of 1320 form three students in 8 junior secondary schools in the Southeast sub-region, Botswana. The research population is form three school students. Stratified random sampling techniques was utilized to choose a sample of four (4) schools and a sample size of 384 students, Simple random sampling was used to sample 200 girls and 184 boys. Affective, Behavioral, Cognitive (ABC) Model; guided the study. A Questionnaire was adapted as data collection instruments. Examination records served as a tool for measuring students’ mathematics performance. One school was the site of a pilot study, which was not part of the study, using a sample of 40 students (20 girls and 20 boys) to evaluate the accuracy and dependability of the research tools. The study employed both descriptive and inferential statistical procedures for data analysis. The descriptive statistics involved percentages, frequencies, and tabulations, while inferential statistics involved Pearson Product Moment correlation coefficient. The study hypotheses were tested at α = .05. Results from the analysis revealed that attitudes towards mathematics had positive significant relationship with mathematics performance (r (374) = 0.33, p

Suggested Citation

  • Kgalalelo Kenosi & Samuel Mutua Mutweleli & Richard Mbithi Wambua, 2024. "Relationship Between Attitudes towards Mathematics and Mathematics Performance among Form Three Students in the Southeast Sub- Region, Botswana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 1836-1845, August.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:8:p:1836-1845
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    References listed on IDEAS

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    1. Sunghwan Hwang & Taekwon Son, 2021. "Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 8(3), pages 272-280.
    2. Som Pal Baliyan & Dira Khama, 2020. "How Distance to School and Study Hours after School Influence Students’ Performance in Mathematics and English: A Comparative Analysis," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(2), pages 209-217.
    3. Nahla M. Moussa & Tariq Saali, 2022. "Factors Affecting Attitude Toward Learning Mathematics: A Case of Higher Education Institutions in the Gulf Region," SAGE Open, , vol. 12(3), pages 21582440221, September.
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