STUDENT ATTITUDE AND MATHEMATICS ACHIEVEMENT

Education

Nickson Mweni

A student is a person engaged in the study and devoted to learning. A student is similar to a learner who attends a school, or who seeks knowledge from professional teachers or from books. Student possesses both emotional and cognitive components that form attitude of reacting in a certain way toward any matter such as mathematical content. This determines achievement, which is the final accomplishment of something noteworthy like mathematics after much effort and overcoming challenges designated by its test. Overcoming the mathematical test challenges for excellence starts from noting that mathematics has no generally accepted definitions. Most definitions of mathematics roots for knowledge, study, or learning, which encompasses the study of numbers, shapes, space, forms, amounts, and their relationships using reason, a special system of symbols and rules for organizing them.
Student attitude is important to mathematics achievement because it strongly influences social thought;

The way a student thinks about and processes social information. The type of student attitude either of positive or negative is caused by hormones and identity issues right away from the puberty developmental stage. Whereby, during preteen years, there is a production of high levels of sex hormones such as estrogen and progesterone or testosterone which can lead a student into positive or negative responses to the teaching-learning process in Mathematics class if not well managed. However, students of negative attitude can acquire a positive attitude by adopting a positive one through constant chanting with positive people who can show the good in everything. There is a need to build up a positive student attitude towards mathematics since the attitude acquired by a student when learning mathematics tends to remain for a long time which helps a student to learn mathematics better.
Moreover, a very wide range of studies on the relationship between student attitude and mathematics achievement are being reviewed. This makes it hard to make generalizations about them, but there is a key trend worth noting. The stereotype of the male being superior to females in Mathematics is outdated and invalid. The currently diminishing of male domain stereotyped attitudes of -0.90 effect size reveals and proves that mathematics is no longer a male domain subject. This indicates we cannot relate to gender differences and academic abilities in explaining the substantial underrepresentation of females in advanced mathematics classrooms and mathematics related careers. This article posits that separation of classes based on gender may not be a viable option for effective management of curriculum implementation at the school level as regards to mathematics teaching and examination.
Mweni (2015) analyzed students’ questionnaires indicating their attitude as an affective factor plays a significant role in mathematics achievement.

Student attitude is directly proportional to mathematics achievement. This is because of factors such as parental and teachers` negative contributions towards learning mathematics magnified by the perception of peer pressure against achievement in mathematics among the students. However, analysis basing on gender difference contradicts the stereotype that females are always of negative attitude towards mathematics than boys. In mixed-day secondary schools, females indicate a higher positive attitude than males but in mixed boarding, males indicate a higher positive attitude than females unlike in single sex boarding that both genders indicate similar attitude types towards mathematics.
This argumentative research article forms a base for addressing the trending low mathematics achievement beyond gender differences and academic abilities. Encourage the creation of an equal competitive academic environment among mixed students. Improve content delivery during teaching to enhance the learning of mathematics. It enhances the students` grouping criterion for effective mathematics teaching and learning. The development of knowledge is hoped to be contributed much by the student attitude on the attributes of ability, task difficulty, effort, and luck towards high achievement in mathematics. Therefore, educational stakeholders have to inculcate a positive student attitude towards mathematics for better achievement since attitude is direct to achievement.

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