Thesis (M.Ed.) - University of Guyana, 2011.

Bibliography : p. 112-122

This research has been initiated because of the grave concern among educators about students' attitude towards mathematics and their low performances. The grades of mathematics seem to be plummeting downward and from observation of the researcher, students have a mental block when it comes to mathematics. This is because they have a negative attitude towards the subject and they seem not to be grasping key concepts due to the way they are taught. The purpose of this study was to examine the relationship between students' beliefs, value and feelings and their attitude towards mathematics. The relationship between students' performance and teaching style and instructional strategies was also examined.

The research was of a survey design with the collection of quantitative data. The population consisted of 120 Grade 10 students and the mathematics teachers of four schools that were randomly chosen from Region 6, Guyana. The data were the grades of the students at the 2010 National Grade 9 examination and the quantified data collected from students and teachers. The statistical methods used to analyzed data were chi square, t test, means and standard deviations.

The findings revealed that there was a significant relationship between attitude and performance in mathematics with 45% of the students surveyed having a negative attitude towards mathematics. There was not a significant relationship between gender and performance in mathematics but it was found that significant relationship existed between gender and attitude towards mathematics where the females had a more positive attitude towards the subject. There were significant relationships between beliefs, feelings and value towards mathematics and these three factors are what make up students attitudes. The different experiences in the classroom, negative stereotyping, many teachers with negative attitude, lack of confidence in the way teachers teach the concepts and the lack of parental involvement were crucial factors which contributed to students negative attitudes towards mathematics.

The implications of this study for the Ministry of Education to be aware that the lack of interest in the subject by students will cause a loss of resource in the science and technology areas as submitted by the literature reviewed. The negative attitudes of teachers are also transferred to students and the cycle can repeat itself when students become teachers.

The Ministry of Education should have regular mathematics workshops to share ideas and provide higher training so that the teachers can have wider mathematics knowledge to teach at the secondary level. It is also recommended that mathematics teachers be satisfactorily remunerated, well equipped and be psychologically prepared to teach the subject in the secondary schools.

C/C 277821

C/C 277822