A study of the relationship between achievement and attitudes towards mathematics among standard seven pupils in Kabazi location of Nakuru district Kenya
Mwangi, Josphat R. K.
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This is a study of the relationship between achievement and attitudes towards mathematics among standard seven pupils. It attempts to establish the importance of attitudes towards mathematics achievement. It also tries to measure the effect of another variable, sex, which is closely associated with performance in mathematics. The sample of the study consisted of pupils from standard seven in Kabazi Educational Zone of Nakuru District. Four schools were drawn randomly from the eight schools in that location. The random selection was aimed at reducing the diversity in availability of learning facilities. A stratified random sampling was carried out to select 10 pupils from each of the four schools. Each category, above average, average and below average in Mathematics was selected from. Thus, 40 pupils made the sample size of the study. The data was collected by the use of the following instruments. An achievement test, which took the form of K.C.P.E. examination format and an attitude test. The answer sheets contained a space for indicating the sex of the respondent. The test items were scored manually, awarding points to correct responses and no point for incorrect responses in the achievement test. For attitude test, points were awarded depending on the type of feeling manifested. For example, positive feelings were awarded more points than negative feelings. The scores were then analysed by use of some statistical techniques namely: the correlation coefficient, t-test, the percentages and mean. These helped in arriving at some conclusions from the study. The correlation coefficient revealed that attitudes towards Mathematics and achievement in Mathematics were positively correlated. However the magnitude of the correlation was found to be statistically insignificant. The correlation between attitudes and achievement for girls was found to be higher than for boys. All the three hypotheses of the study were accepted. From the above findings the researcher concluded that the positive correlation that exists indicate that attitudes have some influence on achievement. Furthermore this influence is higher for girls than boys. Therefore, pupils should be encouraged in Mathematics so that they develop positive feelings.