An Analysis of attitudes and beliefs in mathematics at Kenzim College in Highglen district

Author

Chikunda, Rumbidzai

Title

An Analysis of attitudes and beliefs in mathematics at Kenzim College in Highglen district

Abstract

The aim of this study was to investigate the beliefs and attitudes that impact learning and performance in mathematics among students at Kenzim College in Highglen District. This research adopted a descriptive survey design, and the data collected was largely descriptive in nature. The data was collected using Mathematics Teachers Questionnaires (MTQ) for teachers and Mathematics Students Questionnaires (MSQ) for students. These questionnaires were administered to a sample of two teachers and twenty students, respectively, who were selected from Kenzim College in Highglen District. The data collected was coded and subjected to Statistical Package for Social Science (SPSS) analysis. The results indicated that the major problems associated with attitudes towards learning mathematics in secondary schools included a lack of confidence and interest in learning mathematics. Some respondents also mentioned a lack of interest in mathematics. However, with regards to attitudes towards mathematics as a learning area, some respondents strongly agreed that they enjoyed learning mathematics as a subject. Additionally, some students strongly disagreed that mathematics lessons were not interesting. Some students strongly agreed that they would like to continue doing mathematics after secondary school. Only a few respondents strongly disagreed that understanding mathematics was difficult, while sixty percent (60%) of the respondents strongly agreed that mathematics was a very beneficial subject in life. The following recommendations were made from the study: having a positive attitude towards learning and teaching mathematics is a necessary component in secondary school mathematics education. There is a need for teachers, parents, and other educational stakeholders to boost these positive attitudes and establish a successive connection between beliefs and attitudes in the teaching and learning, performance, and practical utility of mathematics. This connection should be established early enough in students and mathematics education curriculum. Mathematics teachers, particularly, should know precisely how students learn mathematics, which would help them organize and plan for effective teaching and learning of any mathematical concept. The language used while students learn mathematics should be purposively pitched towards enhancing favorable attitudes towards mathematics education. Mathematics departmental counseling should be undertaken regularly to assist students with persistent negative attitudes towards learning and performance in mathematics. The unfavorable attitudes should be curtailed professionally and early enough before students completely drop mathematics. Mathematics teachers should wisely utilize available learning resources. Efforts should be made to ensure that gender does not deter learning and teaching or performance in mathematics among learners. Teachers, parents, and siblings of the students should inspire both female and male learners to equally embrace mathematics.

Date

January 2025

Publisher

BUSE

Keywords

Mathematics Education

Student Attitudes

Learner Beliefs

Supervisor

Dr Mutambara