European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.154048
Volume 2│Issue 4│2016
STUDENTS’ ATTITUDE TOWARDS ACHIEVEMENT IN
MATHEMATICS: A CROSS SECTIONAL STUDY OF YEAR SIX
STUDENTS IN SONGKLHA PROVINCE, THAILAND
Hareesol Khun-Inkeeree1, Mohd Sofian Omar-Fauzee2i,
Mohamad Khairi Haji Othman3
1,2,3
Awang Had Salleh, Graduate School of Art and Science,
Universiti Utara, Malaysia
Abstract:
Thailand government noted that mathematics is one of the basic subjects needed in all
sphere of endeavor. With this, it is necessary to investigate the relationship between
students’ attitude towards mathematics and their achievements. This study fulfills that
by experimenting 100 students from Songkla province in Thailand using correlation
analysis. It was found that there is positive relationship between students’ attitude
towards learning mathematics and their achievement. In addition to this, further
analysis using t-test presents that there is no difference between gender attitude and
their achievement in mathematics. The result of this study implies that both male and
female students has almost the same achievement in statistics because there is no
significant difference in their achievement grade
Keywords: attitude, achievement, mathematics
Introduction
Educators have become more concerned with the affective outcomes of educational
programs. The development of a positive attitude toward the subject being studied is
probably one of today's most prevalent educational goals. Teachers as well as parents
believe that a student's attitudes toward a school subject will affect that student's
achievement in the subject (Griffin, 2015). For this reason, positive attitudes towards
mathematics are desirable since they may influence one’s willingness to learn and also
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Hareesol Khun-Inkeeree, Mohd Sofian Omar-Fauzee, Mohamad Khairi Haji Othman STUDENTS’ ATTITUDE TOWARDS ACHIEVEMENT IN MATHEMATICS:
A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
the benefits one can derive from mathematics instruction (Atanasova-Pacemska,
Lazarova, Arsov, Pacemska, & Trifunov, 2015). Thus, students’ attitudes toward
mathematics affect how well or how often they do it, and how much enjoyment
they derive from it (Moenikia & Zahed-Babelanb, 2010).
In Thailand, the curriculum became standard-based. Students’ quality was focus
instead of content. Teachers were required to be innovative and to change in
dimensions that support students’ learning and the process of thinking. Learning
achievement was a key element of the core curriculum of Basic Education. According to
Basic Education Core, The expected competencies among students, with special focus
on Mathematics, deals with the skills in communication, thinking, problem-solving,
applying life skill, and technological application that attitude student towards learning
mathematics; teacher’s awareness to these combinations can help students to maintain
a balance among different approaches of teaching and learning mathematics as per
the needs and contexts in the classroom. Such a balance of teaching and learning
approaches can be helpful to teach mathematics lessons in a meaningful way through
which students gain high quality learning experiences.
Mobilizing a set of different definitions concerning attitudes presented since 1935
Mata, Monteiro, & Peixoto,
defines an attitude towards mathematics as
a
disposition towards an aspect of mathematics that has been acquired by an individual through
his or her beliefs and experiences but which could be changed.
When emphasizing the
importance of individual experiences, the contexts where students interact with others
and with mathematics become important focal points. Fraser and Kahle (2007) have also
highlighted this aspect in research which shows that learning environments at home, at
school, and within the peer group accounted for a significant amount of variance in
student attitudes and, furthermore, that class ethos had a significant impact on the
scores achieved by students for these attitudes. In lieu of this, this study aims at
examining Thai students’ attitude towards studying mathematics.
Review of Literatures
Attitudes toward Mathematics: Meanings
Students’ attitudes are developed over a considerably long period of time and have
powerful impacts on their effective engagement, participation and achievement in
mathematics. Attitudes are not innate but result from experiences and they can be
changed. Attitudes are more stable than emotions and feelings, but at the same time,
they are malleable influences on participation, because attitudes are formed in response
to curriculum, teaching practices, and organizational arrangements Winter & O’Raw,
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A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
2010). Attitudes can be seen as more or less positive. A positive attitude towards
mathematics reflects a positive emotional disposition in relation to the subject and, in a
similar way, a negative attitude towards mathematics relates to a negative emotional
disposition (Mata, Monteiro, & Peixoto, 2012).
In addition, Mohamed and Waheed (2011) when reviewing literature aimed at
understanding attitudes and the influences on their development in relation to
differences between students, identified three groups of factors that play a vital role in
influencing student attitudes: factors associated with the students themselves (e.g.,
mathematical achievement, anxiety, self-efficacy and self-concept, motivation, and
experiences at school); factors associated with the school, teacher, and teaching (e.g.,
teaching materials, classroom management, teacher knowledge, attitudes towards
mathematics, guidance, beliefs); finally factors from the home environment and society
(e.g., educational background, parental expectations). Attitudes can be seen as more or
less positive.
A positive attitude towards mathematics reflects a positive self-confidence,
value, enjoyment and emotional disposition in relation to the subject and, in a similar
way, a negative attitude towards mathematics relates to a negative self-confidence,
value, enjoyment and emotional disposition (Atanasova-Pacemska, Lazarova, Arsov,
Pacemska, & Trifunov, 2015). These attitede dispositions have an impact on an
individual’s behavior, as one is likely to achieve better in a subject that one enjoys, has
confidence in or finds useful (Atanasova-Pacemska, Lazarova, Arsov, Pacemska,
Trifunov, & Kovacheva, 2015).
For this reason, positive attitudes towards mathematics are desirable since they
may influence one’s willingness to learn and also the benefits one can derive from
mathematics instruction (Atanasova-Pacemska, Lazarova, Arsov, Pacemska, &
Trifunov, 2015). Thus, students’ attitudes toward mathematics affect how well or
how often they do it, and how much enjoyment they derive from it (Moenikia &
Zahed-Babelanb, 2010). Thus, this study hypothesized that there is a positive
relationship between students’ attitude to earn mathematics and their achievement in
mathematics.
Research Methodology
Sampling
This study is aimed at investigating relationship between students’ attitude and
achievement in mathematics. A cross sectional method of data collection was employed
to collect data from 100 students who participated
European Journal of Education Studies - Volume 2 │ Issue 4 │ 2016
in this study were Year 6 three
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Hareesol Khun-Inkeeree, Mohd Sofian Omar-Fauzee, Mohamad Khairi Haji Othman STUDENTS’ ATTITUDE TOWARDS ACHIEVEMENT IN MATHEMATICS:
A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
primary schools in Songklha province in Thailand during the second term of the
academic year 2015. The three schools were selected based on the same geographical
area. The respondents were selected randomly from each school for the survey.
Instrumentation
This study have two major instrument will be used to identify and distinguish the
difference between the independent and dependent variables; The Attitude toward
Mathematics Inventory “TMI will be used to measure the students’ attitude toward
mathematic learning and The School based test for testing achievement and retention of
mathematic subject. The followings are detail descriptions of the instruments used in
this study:
1.
The attitude toward Mathematics Inventory (ATMI) was employed to evaluate
different underlying perspective of students’ attitudes toward mathematics (Tapia &
March, 2004). Forty items of ATMI consists of four scales: 15 items of self-confidence, 10
items of value, 10 items of enjoyment, and 5 items of motivation (Khine & Afari 2014).
The Likert-scale anchors: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and
(5) strongly agree were used (Tapia & Mash, 2004). Moreover, the questionnaire
adapted was translated to Thai language and this is validated by Thai teachers who are
expert in English language as well (Potaka, & Cochrane, 2004). Cronbach for this test
were found to be .78, .805; .803, and .831 for the variables self-confidence, value,
enjoyment and motivation respectively which are suitable reliabilities in any research
observations (Afari, Aldridge, Fraser & Khinel. 2013)
2.
The School Based Test on Achievement adopted from Songkhla Primary
Education Service. The 50-items were highlighted the mathematics knowledge of 6th
grade students in topics: area/perimeter, geometry, algebra, graphing, data
management and probability. Sixty items in both tests were instructed by applying
”loom’s cognitive domains of taxonomy. “s the result, the teats consist the factual
information recall; comprehension; application; analysis; and synthesis. Each item is
counted for a score of one; therefore, the total score is 50. The items are formatted in the
multiple-choice pattern. There are four choices in an individual item.
Procedure
The researcher had asked the provision from all the three schools to participate in the
study. As appointed, the first author had gone to the school to deliver the test to the
randomly selected students at their vicinity. The questionnaires were given in their
usual Mathematics lesson period. Student took almost 60 minutes to finish test and
gave break half hour then continuous to took 40 minutes to finish the questionnaires.
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Hareesol Khun-Inkeeree, Mohd Sofian Omar-Fauzee, Mohamad Khairi Haji Othman STUDENTS’ ATTITUDE TOWARDS ACHIEVEMENT IN MATHEMATICS:
A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
However, before the test, the students were briefly explained about the reason for the
study and they were informed that those who don’t want to participate for any reasons
were free to opt out at any time.
Data Analysis
In order to fulfill the objective of this study which is determine the relationship that
exist between students’ attitude and achievement in mathematics, correlation analysis
was employed. Moreover, further analysis which is not in the main objective of this
present study was as well carried out. That is, this study examines mean difference
between male and female students using T-test analysis.
Results
Descriptive Statistics: The data presents that the students’ samples consist of
%
female students and 47 (47%) were male students. This is determined using frequency
distribution. This is presented in Table 1.1 below.
Table 1.1: Descriptive Statistics
Gender
Frequency
% Frequency
Male
47
47
Female
53
53
Furthermore, a correlation analysis was conducted on the data. The data present that
Thai students has moderate positive relationship to their achievements in mathematics
this is presented in the table 1.2 below. In view of (Hemphill, & Vonortas, 2003)
correlation values ranges from (-1 to +1) where values close to positive 1 is said to be
highly correlated, 1 on both sides means perfectly correlated on both positive and
negative side.
The results reported that all the independent variables have positive significant
relationship with the dependent variable except for two variables students’ selfconfidence and value. Other independent variables (enjoyment and motivation) were
observed to have positive significant relationship with the achievement score in
mathematics having, r = .268, p < .001 and r = .232, p < .005 according to the rule of
thumb by Cohen (1988), this relationship is relatively small.
In addition, the result presents the relationship that exist among the independent
variable. This is done to determine the dimension of students’ attitude on “TMI scale
which have effects on the subject experimented. The result, interpreted based on Cohen
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Hareesol Khun-Inkeeree, Mohd Sofian Omar-Fauzee, Mohamad Khairi Haji Othman STUDENTS’ ATTITUDE TOWARDS ACHIEVEMENT IN MATHEMATICS:
A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
(1988) scale reveals value and enjoyment has the strongest positive relationship having
(r = .601 p 2< .001) followed by enjoyment and motivation having, (r = .587 p < .001),
then, value and self-confidence having, r = .503 p < .001). The relationship between selfconfidence and enjoyment as well as, enjoyment and motivation, interpreted on Cohen
(1988) scale is seen to be moderately strong positive relationship having r = .364, p <
.001) and r = .358, p <.001).
Table 1.2: Correlation Table
Correlations
Achievement
Ach
PC
SC
Value
Enjoyment
Motivation
1
Sig. (2-tailed)
SC
Value
Enjoyment
Motivation
N
100
PC
.090
Sig. (2-tailed)
.371
N
100
100
PC
.174
.503**
Sig. (2-tailed)
.084
.000
N
100
100
PC
.268
**
1
.364
1
100
**
.601**
1
Sig. (2-tailed)
.007
.000
.000
N
100
100
100
100
PC
.232*
.246*
.358**
.587**
Sig. (2-tailed)
.020
.013
.000
.000
N
100
100
100
100
1
100
**. Correlation is significant at the 0.01 level (2-tailed). Ach= Achievement; SC= Self-Confidence.
“dditionally, this study also examines if there is difference in gender’s achievement as
regards attitude towards mathematics. Surprisingly, there is no statistical difference in
gender attitude towards their achievement in mathematics as t
=.
,ρ=.
>.
this is presented in table 1.2 and Table 1.3 below.
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Hareesol Khun-Inkeeree, Mohd Sofian Omar-Fauzee, Mohamad Khairi Haji Othman STUDENTS’ ATTITUDE TOWARDS ACHIEVEMENT IN MATHEMATICS:
A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
Table 1.3: Independent Samples Test Table
Achievement
Gender
n
M
SD
t-crit.
df
P
Decision
Female
53
26.49
7.511
.407
98
.394
No difference
Male
47
25.26
6.901
Discussions
The result from the first analysis conducted on the primary data in this investigation
presents a positive relationship between the dimensions of students’ attitude on “TMI
and their achievement in mathematics Winter & O’Raw
, Mata, Monteiro, &
Peixoto, 2012, Atanasova-Pacemska, et al., 2015. Although, two of the positive
relationships were found to be insignificant positive relationships.
From the overall result model (that is the relationship between the dimensions of
ATMI and achievement in mathematics), the result found that only enjoyment and
motivation were found to have moderately weak positive relationship with the
students’ achievement in mathematics. While, the other two dimensions also have
positive relationship but which is insignificant in this study. This result therefore
implies, the subjects through motivation, enjoyed attending mathematics class.
However, they could not relate the value (the real life application of the subject taught
curriculum contents with the real life application, therefore, it can be argued that these
students have no self-confidence in what they learn in class. The positive relationship
according to Winter & O’Raw
can be attributed to the students’ interest in
response to the mathematics curriculum.
More so, the positive correlation between student’s motivation, self-confidence,
value and enjoyment and their achievement implies the students has positive attitude
towards the course contents as they were able to relate it to their environment. The
implication deduced from previous studies regarding this is that, the more the students
create interest and are motivated towards learning, they will always possess positive
attitude towards learning such subjects leading to high achievement score (See: Aremu,
1998; Mata, Monteiro, & Peixoto, 2012, Atanasova-Pacemska, et al., 2015; Griffin, 2015;
Moenikia & Zahed-Babelanb, 2010).
Furthermore, the correlation reading from the data analysis presented in Table
1.2 above thus reads presents that enjoyment and motivation has significant positive
relationship. This significant relationship implies the mathematics teachers have
succeeded in gaining students’ motivation and as well are making the mathematics
class enjoyable for the students. Nevertheless, self-confidence and value result from the
Table 1.2 above were presented to be insignificant positive relationship.
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A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
Thus, using the explanation given by Cohen (1988), correlation value of .1 is said
to be small; .3 is said to be medium and that of .5 and above is posited to be large
correlation effects. Hence, the correlation value of .268 and .232 (enjoyment and
motivation) as presented in this study thus implies that the relationship between Thai
students investigated and their achievements in mathematics is small. The small
relationship can be attributed to many factors examples of which may include learning
environment, the contents of the mathematics curriculum, emotional disposition of
what is being taught, teachers’ motivation towards learning mathematics, peer group
study Fraser & Kahle,
; Mata, Monteiro, & Peixoto,
; Winter & O’Raw, 2010)
among other factors that might influence students’ attitude to achieve higher in
mathematics. Therefore, suggesting that the attitude of teachers teaching mathematics
needed to be monitored as suggested by (Khun-inkeere, Omar-Fauzee & Othman, 2016)
after investigating the performance of public and private primary schools in Thailand.
They noted that despite the enormous amount spent by Thai government on public
schools, the public students’ performance is far below accepted minimum. “lso, as
discussed by Farah, Fauzee and Daud (2016) policy makers, government and all
education stakeholders needed to formulate and implement policies that will improve
teachers’ education because teachers’ quality is based on the education they possessed.
In addition, the study examines the difference in achievement among gender
(male and female) of primary six pupils in Songkhla provenience in Thailand. The
study presented that there is no statistical significance difference in mathematics
achievement among the genders. Therefore, among the subjects observed gender
difference is not an issue that influences achievement score in mathematics. As argued
by Mohamed & Waheed
, three factors are responsible for differences in students’
achievement these are; internal or psychological factors of the students (anxiety, selfefficacy and self-concept, motivation, and experiences at school); and other two external
factors namely factors associated with the school, teacher, and teaching (e.g., teaching
materials, classroom management, teacher knowledge, attitudes towards mathematics,
guidance, beliefs); finally factors from the home environment and society (e.g.,
educational background, parental expectations). Attitudes can be seen as more or less
positive. Contrary to the study of (Cole, 1997) where it was posited that male students
perform better in mathematics and the studies of (Hembree, 1990) where it is concluded
that female students on the other hand has higher achievements than male counterpart
in mathematical subject.
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A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
Limitation
In order to generalize the findings of this study, as per to the whole of Thailand more
investigations in other provenience is as well encouraged. Furthermore, more variables
such as peer group study, learning environment, curriculum contents needed more
attention from scholars in context of Songkhla provenience of Thailand.
Conclusion
This study reveals the empirical relationship between students’ attitude and their
achievement in mathematics in Sonklha province of Thailand. Although, previous
findings posited similar results; however, this study conclude that factors such as
conducive learning environment, technologies such as LCD projector that makes
learning to be fun, which can at the same time increase students’ motivation should be
put in place in schools in Thailand as this will have direct impact on their performance.
Further findings from this study does shows that the students’ achievement can
be improved if and only if they can perceive the importance of mathematics (value) this
will automatically boost their self-confidence. In order to achieve this, the Thai ministry
of education and all policy makers have to look deep into reforming the mathematics
curriculum so that the students can relate what they learnt in class to their real
environment (practical application). Perhaps, a longitudinal study over a period of time
should be conducted on the future research. Thus, a comparative study at different type
of teaching pedagogy is employed in Southern Thailand.
By this, it is hoped that their self-confidence, value motivation and they will as
well be enjoying the class. In overall sense, their attitude towards learning mathematics
will be improved, and this will automatically improve the student’s achievement.
Acknowledgement
I am greatly indebted to all those who in one way or the other make this journal a
successful one. Special thanks to Prof Mohd Sofian Omar-Fauzee and Dr. Mohamad
Khairi Haji Othman for contributing to the body of knowledge and also to the
management of three school in Thailand for granting the request to conduct the
experiment. From the bottom of my heart, I say thank you.
Corresponding Author
Mohd Sofian Omar-Fauzee, School of education and modern language, Universiti Utara
Malaysia, College of Arts and Sciences, Sintok Malaysia. mohdsofian@uum.edu.my
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A CROSS SECTIONAL STUDY OF YEAR SIX STUDENTS IN SONGKLHA PROVINCE, THAILAND
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