A Study of Attitude Towards Mathematics and Its Predictive Influence on Achievement in Mathematics

Abstract

Mathematics plays a vital role in academic success, yet students exhibit varying attitudes toward the subject, which influence their achievement. This study examines the relationship between attitude toward mathematics and Achievement in Mathematics among secondary school students, considering factors such as gender, school type, medium of instruction, and locality. A descriptive survey method was employed, with a randomly selected sample of 180 students. Data were collected using the Attitude Towards Mathematics Scale (ATMS) and students’ mid-term mathematics scores. Statistical analyses, including correlation, t-test, one-way ANOVA, and regression, were applied to examine the data. The findings revealed a moderate positive correlation (r = 0.365, p < 0.01) between attitude toward mathematics and achievement, suggesting that students with a positive attitude performed better. Significant gender differences were observed, with female students exhibiting a more favourable attitude than males (p < 0.01). However, no significant differences were found based on the medium of instruction or locality. School type analysis indicated that students from private unaided schools had the most positive attitudes toward mathematics. Regression analysis confirmed that attitude significantly predicted Achievement in Mathematics (p < 0.01).