The Relationship Between Female Students’ Attitude and Their Mathematics Achievement

Christopher Owu-Annan; Charles Kojo Assuah

doi:doi:10.11648/j.ijsedu.20231101.14

| Peer-Reviewed

The Relationship Between Female Students’ Attitude and Their Mathematics Achievement

Christopher Owu-Annan, Charles Kojo Assuah

Published in International Journal of Secondary Education (Volume 11, Issue 1)

Received: 11 January 2023 Accepted: 9 February 2023 Published: 24 February 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

There is a great effort in curriculum reforms in Ghana to create opportunities to close the gender gap in mathematics achievement for Senior High School (SHS) students. However, it remains unclear how female students are ready to bridge this gap in other to take-up mathematics related programs at the tertiary level. The purpose of this study was to investigate the relationship between senior high school female students’ attitude and their mathematics achievement. The study was grounded in a pragmatic paradigm, using a sequential explanatory mixed-method design with questionnaires and interview guide as the research instruments to collect data from the respondents. A simple random sampling technique was used to select 331 female students. The findings showed that, self-confidence, r =.13, n = 331 and P < 0.05 (.016 <.05), enjoyment of mathematics, r =.22, n = 331 and P < 0.01 (.000 <.01), and value of mathematics r =.11, n = 331 and P < 0.05 (.04 <.05) had a positive and significant relationship with mathematics achievement whiles motivation r =.07, n = 331 and P > 0.05 (.20 >.05) have no relationship with mathematics achievement. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of all female students. Teachers must also take into account students' learning differences and assist them with the counselling they need to increase the students’ motivation towards mathematics.

Published in	International Journal of Secondary Education (Volume 11, Issue 1)
DOI	10.11648/j.ijsedu.20231101.14
Page(s)	18-25
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Attitude, Mathematics, Female Students’ Learning, Achievement

References

[1]	Kibrislioglu, N. (2015). An investigation about 6^th-grade students’ attitudes towards mathematics. Procedia-Social and Behavioural Sciences, 186, 64-69.
[2]	Joseph, G. (2013). A study on school factors affecting students’ attitudes towards learning mathematics in the community secondary schools in Tanzania: The case of Bukoba Municipal Council in Kagera Region. Unpublished Doctoral dissertation, The Open University of Tanzania.
[3]	Anamuah-Mensah, J., & Mereku, D. K. (2005). Ghanaian JSS2 students’ abysmal mathematics achievement in TIMSS 2003: A consequence of the basic school mathematics curriculum. Mathematics Connection, 5 (1), 1-13.
[4]	Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (Eds.) (2016). TIMSS 2015 encyclopedia: Education policy and curriculum in mathematics and science. Retrieved from http://timssandpirls.bc.edu/timss
[5]	Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8 (1), 1-51.
[6]	Han, S. Y., & Carpenter, D. (2014). Construct validation of student attitude toward science, technology, engineering and mathematics project-based learning: The case of Korean middle-grade students. Middle Grades Research Journal, 9 (3), 27-41.
[7]	Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter? Journal of Education and Practice, 4 (3), 132-139.
[8]	Ingram, N. (2015). Students’ relationships with mathematics: Affect and identity. Proceedings of the 38^th annual conference of the Mathematics Education Research Group of Australasia, 301–308.
[9]	Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. Zdm, 43 (4), 471-482.
[10]	Zan, R., & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, 3 (1), 157-168.
[11]	Ryan, A., & Patrick, H. (2010). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
[12]	Vermeer, H., Boekaerts, M., & Seegers, G. (2000). Motivational and gender differences: Sixth-grade students’ mathematical problem-solving behaviour. Journal of Educational Psychology, 92 (2), 308-315.
[13]	Boaler, J. (2008). When politics took the place of inquiry: A response to the national mathematics advisory panel’s review of instructional practices. Educational Researcher, 37 (9), 588-594.
[14]	Wadesango, N., Chabaya, O., Rembe, S., & Muhuro, P. (2011). Assessment of first-year female students’ experiences in historically male-dominated subjects in higher education from a cultural capital perspective. Journal of Social Sciences, 27 (1), 7-14.
[15]	McCusker, K., & Gunaydin, S. (2015). Research using qualitative, quantitative, or mixed. Perfusion, 30 (7), 537-542.
[16]	Ary, D., Jacobs, L. C., & Razavich, A. (2002). Introduction to research in education. London: MacMillan Publishing Company.
[17]	Sekeran, U. (2013). Research methods for business: A skill building approach (4^th ed.). John Wiley & Sons Inc.
[18]	Barber, J. P., & Walczak, K. K. (2009). Conscience and critic: Peer debriefing strategies in grounded theory research. Annual Meeting of the American Educational Research Association, San Diego, CA.
[19]	Marks, D. F., & Yardley, L. (Eds.). (2004). Research methods for clinical and health psychology. London: Sage.
[20]	Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3 (2), 77-101.
[21]	Casey, M. B., Nuttall, R. L., & Pezaris, E. (2001). Spatial-mechanical reasoning skills versus mathematical self-confidence as mediators of gender differences on mathematics subtests using cross-national gender-based items. Journal for Research in Mathematics Education, 32 (1), 28-57.
[22]	Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30 (5), 520-540.
[23]	Ho, H., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., Chiu, S., Nakazawa, Y., & Wang, C. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31 (3), 362-379.
[24]	Saha, S. (2007). A study of gender attitude to mathematics: Cognitive style and achievement in mathematics. Experiments in Education, 35, 6-13.
[25]	Owu-Annan, C. Assuah C. K & Akayuure P. (2022). Female Students’ Attitudes towards the Learning of Mathematics: Empirical Evidence from a High School in Central Region. International Journal of Innovative Science and Research Technology 7 (10), 1811-1816.
[26]	Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14 (1), 207-231.
[27]	Papanastasiou, C. (2000). Effects of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26 (1), 27–42.
[28]	Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: a meta-analysis. Psychological Bulletin, 107 (2), 139–155.
[29]	Norton, S. J., & Rennie, L. J. (1998). Students’ attitudes towards mathematics in single-sex and coeducational schools. Mathematics Education Research Journal, 10 (1), 16-36.
[30]	Hagan, I. E, Amoaddai, S., Terkwor L. V., & Atteh, E. (2020). Students’ perception towards mathematics and its effects on academic performance. Asian Journal of Education and Social Studies, 8 (1), 8-14.
[31]	Tamayo, S. (2021). Predictive factors affecting the mathematics performance of k-12 graduates: Attitude towards mathematics, mathematics performance, predictive factors, profile, and K-12 graduates. International Journal of Arts, Sciences and Education, 2 (1), 71-89.
[32]	Arhin, D., & Yanney, E. G. (2020). Relationship between students’ interest and academic performance in Mathematics: A study of Agogo State College. GSJ, 8 (6), 389-396.

Cite This Article

Plain Text BibTeX RIS

APA Style

Christopher Owu-Annan, Charles Kojo Assuah. (2023). The Relationship Between Female Students’ Attitude and Their Mathematics Achievement. International Journal of Secondary Education, 11(1), 18-25. https://doi.org/10.11648/j.ijsedu.20231101.14

Copy | Download

ACS Style

Christopher Owu-Annan; Charles Kojo Assuah. The Relationship Between Female Students’ Attitude and Their Mathematics Achievement. Int. J. Second. Educ. 2023, 11(1), 18-25. doi: 10.11648/j.ijsedu.20231101.14

Copy | Download

AMA Style

Christopher Owu-Annan, Charles Kojo Assuah. The Relationship Between Female Students’ Attitude and Their Mathematics Achievement. Int J Second Educ. 2023;11(1):18-25. doi: 10.11648/j.ijsedu.20231101.14

Copy | Download

@article{10.11648/j.ijsedu.20231101.14,
  author = {Christopher Owu-Annan and Charles Kojo Assuah},
  title = {The Relationship Between Female Students’ Attitude and Their Mathematics Achievement},
  journal = {International Journal of Secondary Education},
  volume = {11},
  number = {1},
  pages = {18-25},
  doi = {10.11648/j.ijsedu.20231101.14},
  url = {https://doi.org/10.11648/j.ijsedu.20231101.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20231101.14},
  abstract = {There is a great effort in curriculum reforms in Ghana to create opportunities to close the gender gap in mathematics achievement for Senior High School (SHS) students. However, it remains unclear how female students are ready to bridge this gap in other to take-up mathematics related programs at the tertiary level. The purpose of this study was to investigate the relationship between senior high school female students’ attitude and their mathematics achievement. The study was grounded in a pragmatic paradigm, using a sequential explanatory mixed-method design with questionnaires and interview guide as the research instruments to collect data from the respondents. A simple random sampling technique was used to select 331 female students. The findings showed that, self-confidence, r =.13, n = 331 and P , enjoyment of mathematics, r =.22, n = 331 and P  and value of mathematics r =.11, n = 331 and P  had a positive and significant relationship with mathematics achievement whiles motivation r =.07, n = 331 and P > 0.05 (.20 >.05) have no relationship with mathematics achievement. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of all female students. Teachers must also take into account students' learning differences and assist them with the counselling they need to increase the students’ motivation towards mathematics.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - The Relationship Between Female Students’ Attitude and Their Mathematics Achievement
AU  - Christopher Owu-Annan
AU  - Charles Kojo Assuah
Y1  - 2023/02/24
PY  - 2023
N1  - https://doi.org/10.11648/j.ijsedu.20231101.14
DO  - 10.11648/j.ijsedu.20231101.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 18
EP  - 25
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20231101.14
AB  - There is a great effort in curriculum reforms in Ghana to create opportunities to close the gender gap in mathematics achievement for Senior High School (SHS) students. However, it remains unclear how female students are ready to bridge this gap in other to take-up mathematics related programs at the tertiary level. The purpose of this study was to investigate the relationship between senior high school female students’ attitude and their mathematics achievement. The study was grounded in a pragmatic paradigm, using a sequential explanatory mixed-method design with questionnaires and interview guide as the research instruments to collect data from the respondents. A simple random sampling technique was used to select 331 female students. The findings showed that, self-confidence, r =.13, n = 331 and P , enjoyment of mathematics, r =.22, n = 331 and P  and value of mathematics r =.11, n = 331 and P  had a positive and significant relationship with mathematics achievement whiles motivation r =.07, n = 331 and P > 0.05 (.20 >.05) have no relationship with mathematics achievement. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of all female students. Teachers must also take into account students' learning differences and assist them with the counselling they need to increase the students’ motivation towards mathematics.
VL  - 11
IS  - 1
ER  -

Copy | Download

Author Information

Christopher Owu-Annan

Department of Mathematics Education, University of Education, Winneba, Ghana
Charles Kojo Assuah

Department of Mathematics Education, University of Education, Winneba, Ghana

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Christopher Owu-Annan, Charles Kojo Assuah. (2023). The Relationship Between Female Students’ Attitude and Their Mathematics Achievement. International Journal of Secondary Education, 11(1), 18-25. https://doi.org/10.11648/j.ijsedu.20231101.14

Copy | Download

ACS Style

Christopher Owu-Annan; Charles Kojo Assuah. The Relationship Between Female Students’ Attitude and Their Mathematics Achievement. Int. J. Second. Educ. 2023, 11(1), 18-25. doi: 10.11648/j.ijsedu.20231101.14

Copy | Download

AMA Style

Christopher Owu-Annan, Charles Kojo Assuah. The Relationship Between Female Students’ Attitude and Their Mathematics Achievement. Int J Second Educ. 2023;11(1):18-25. doi: 10.11648/j.ijsedu.20231101.14

Copy | Download

@article{10.11648/j.ijsedu.20231101.14,
  author = {Christopher Owu-Annan and Charles Kojo Assuah},
  title = {The Relationship Between Female Students’ Attitude and Their Mathematics Achievement},
  journal = {International Journal of Secondary Education},
  volume = {11},
  number = {1},
  pages = {18-25},
  doi = {10.11648/j.ijsedu.20231101.14},
  url = {https://doi.org/10.11648/j.ijsedu.20231101.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20231101.14},
  abstract = {There is a great effort in curriculum reforms in Ghana to create opportunities to close the gender gap in mathematics achievement for Senior High School (SHS) students. However, it remains unclear how female students are ready to bridge this gap in other to take-up mathematics related programs at the tertiary level. The purpose of this study was to investigate the relationship between senior high school female students’ attitude and their mathematics achievement. The study was grounded in a pragmatic paradigm, using a sequential explanatory mixed-method design with questionnaires and interview guide as the research instruments to collect data from the respondents. A simple random sampling technique was used to select 331 female students. The findings showed that, self-confidence, r =.13, n = 331 and P , enjoyment of mathematics, r =.22, n = 331 and P  and value of mathematics r =.11, n = 331 and P  had a positive and significant relationship with mathematics achievement whiles motivation r =.07, n = 331 and P > 0.05 (.20 >.05) have no relationship with mathematics achievement. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of all female students. Teachers must also take into account students' learning differences and assist them with the counselling they need to increase the students’ motivation towards mathematics.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - The Relationship Between Female Students’ Attitude and Their Mathematics Achievement
AU  - Christopher Owu-Annan
AU  - Charles Kojo Assuah
Y1  - 2023/02/24
PY  - 2023
N1  - https://doi.org/10.11648/j.ijsedu.20231101.14
DO  - 10.11648/j.ijsedu.20231101.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 18
EP  - 25
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20231101.14
AB  - There is a great effort in curriculum reforms in Ghana to create opportunities to close the gender gap in mathematics achievement for Senior High School (SHS) students. However, it remains unclear how female students are ready to bridge this gap in other to take-up mathematics related programs at the tertiary level. The purpose of this study was to investigate the relationship between senior high school female students’ attitude and their mathematics achievement. The study was grounded in a pragmatic paradigm, using a sequential explanatory mixed-method design with questionnaires and interview guide as the research instruments to collect data from the respondents. A simple random sampling technique was used to select 331 female students. The findings showed that, self-confidence, r =.13, n = 331 and P , enjoyment of mathematics, r =.22, n = 331 and P  and value of mathematics r =.11, n = 331 and P  had a positive and significant relationship with mathematics achievement whiles motivation r =.07, n = 331 and P > 0.05 (.20 >.05) have no relationship with mathematics achievement. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of all female students. Teachers must also take into account students' learning differences and assist them with the counselling they need to increase the students’ motivation towards mathematics.
VL  - 11
IS  - 1
ER  -

Copy | Download