Shamila Dewi A/P Davadas (2018) Factors affecting secondary school students' attitude towards mathematics in Sabah. Doctoral thesis, Universiti Malaysia Sabah.
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Abstract
Students engagement in Mathematics can be improved through careful planning of curriculum. Previous research indicates a positive correlation between students' attitude towards mathematics and their performance in mathematics. Based on previous studies, parental influences, teacher affective support, classroom instruction, previous achievement, gender, and socio-economic status are correlated with students' attitude towards mathematics. This study aimed to develop a model to portray the relationships between the exogenous constructs (perceived parental influences, teacher affective support, and classroom instruction) and variables (previous achievement, gender and socio-economic status) and the endogenous construct, students' attitude towards mathematics using the Structural Equation Modeling method. Perceived parental influences were tested as a mediator in the relationship between teacher affective support and students' attitude towards mathematics. Socio-economic status was tested as a mediator in the relationship between perceived parental influences and students' attitude towards mathematics. This research employed a cross-sectional quantitative design. Approximately, 808 students from 10 secondary schools in Sabah were selected through purposive sampling to represent the rural and urban schools in Sabah. Data were collected using a questionnaire adapted from previous studies. The questionnaire was divided into five sections: demographic (gender, previous achievement, SES as represented by parents' occupation), perceived parental influences, classroom instruction, teacher affective support, and attitude towards mathematics. The data was analyzed using IBM SPSS Amos version 23 software. The results of the study showed that a positive relationship exists between students' attitude towards mathematics and classroom instruction (r = .362), teacher affective support (r = .290), perceived parental influences (r = .231) and students' previous achievement (r = .325). Another positive relationship that was observed was that between perceived parental influences and teacher affective support (r = .451).
| Item Type: | Thesis (Doctoral) |
|---|---|
| Keyword: | Students’ attitude towards mathematics, Mathematics education, Structural Equation Modeling, Teacher affective support |
| Subjects: | Q Science > QA Mathematics > QA1-939 Mathematics > QA1-43 General |
| Department: | FACULTY > Faculty of Psychology and Education |
| Depositing User: | DG MASNIAH AHMAD - |
| Date Deposited: | 16 May 2025 12:25 |
| Last Modified: | 16 May 2025 12:25 |
| URI: | https://eprints.ums.edu.my/id/eprint/43726 |
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