A Study of the Relationship between Teachers' Attitude towards Mathematics and Pupils' Achievement in Mathematics in Kisumu District-Kenya.
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Date
2013-06-11
Authors
Onyango, James A.
Journal Title
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Abstract
The objective of this study was to investigate the relationship
between attitudes toward mathematics by teachers and their pupils
achievement \in',mathematics - in Kisumu Municipal Primary Schools,
Kisumu District - Kenya.
The study also aimed at finding out the following:
s ,
(i) The relationship between teachers' experience and teachers'
attitudes toward mathematics.
(ii) The relation~hi.p, between te.",achers' sex and teachers'
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attitudes tow~r~·mathematics.
(iii) The relationship between teachers' grade and teachers'
attitudes toward mathematics.
(iv) The relationship between pupils' sex and pupils' achievement
in mathematics.
The sample used consisted of 18 Municipal Primary schools, standard
six pupils and their mathematics teachers were treated to questionnaires.
The teachers were treated to MASJT questionnaire which sought the
teachers' opinions about mathematics. MASJT is a Mathematics Attitude Test f
, Teachers using the Likert- five point scale.
(ix)
PiipL''j 'Nere treated to a teacher made achievement test of twenty multi}
choice items, on form OMAT 6, which is a Mathematics Achievement test for
Standard Six.
20 Teachers responded to the MASJT questionnaire, which enabled to
researcher to categorise them into two groups thus:
A Teachers with negative attitudes toward Mathematics, and
B Teachers with positive attitudes toward mathematics.
Pupil respondent s number 341 composed of 179 boys and 172 girls.
The pupils we r'e grouped according to their teachers' category thus
Group A = Pupils taught by teachers with negative attitudes toward
mathematics and
Group B = Pupils taught by teachers with positive attitudes toward
mathematics.
The main findings of the study were:
1. It was found that, there was a significant difference between teachers
attitudes toward mat.hematics and their pupils achievement in mathematics • ' .
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Pupils taught by teachers with negative attitudes toward mathematics (GP.A)
are poor achievers in ~ihematics than those taught by teachers with positive
attitudes toward mathematics (GP.B)
So group B pupils are better achievers than Group A pupils.
2. There was a significant difference between teachers years of experience and
teachers attitudes toward mathematics.
The "New" teachers (0 - 3 yrs experience) had negative attitudes toward
mathematics while "Medium" teachers (3-8 yrs) had the mostfavourable attitudes
toward mathematics on the average.
The "old" teachers (over 8 years experience) had less favourable attitudes
toward mathematics than the medium teachers.
3. There was a significant difference between t~achers sex and teachers attitudes
The male teachers had more favourable attitudes toward mathematics than the
female teachers.
(x)
4. There WI'<. 'no significant difference between teachers grades and their
attitudes tDward mathematics.
5. There was a significant difference between pupils sex and pupils achievement
in mathematics. Boys achieved higher on the average than the girls.
It is suggested therefore that teachers positive attitudes toward
mathematics should be encouraged by creating favourable atmospheres
for trainee teachers in mathematics by the tutors. In order to rectify sex
differences in mathematics. it is suggested that teachers should motivate
girls so as\~~ assist Ihem to perform equally with boys and the tutors to ensu
that female teacher trainees are motivated in mathematics so as to develop
positive attitudes toward the subject.
It further suggested that research should be carried out on
a wider sample' of teachers and pupils country-wide. and to investigate other
possible factors such as cultural norms. pupils attitudes
toward mathematics and social interactions among teachers and pupils,
to compare mathematical achievement between pupils tought by female teachers
and those tought by male teachers.
"
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Much as teachers grade has'no significant difference in attitudes
towards mathematics, this should be investigated to find out significant
relationships in attitudes between consequent grades
Description
Department of Educational Communication and Technology, 103p. 1988