Research Article

Examining pre-service teachers’ attitudes towards mathematics teaching and learning

Samuel Kwasi Kabbah 1 , Saviour Kofi Kabe 1 , Julius Kudjo Ametepey 1 , Ernest Frimpong Akosah 1 , Bernice Yawa Tsitsia 1 *
More Detail
1 Department of Mathematics/Computer Studies, Peki College of Education, Peki, GHANA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 7(3), October 2023, 169-176,
Published Online: 18 June 2023, Published: 01 October 2023
OPEN ACCESS   193 Views   121 Downloads
Download Full Text (PDF)


The study examined pre-service teachers’ perceptions of learning mathematics. The study involved a total of 482 teacher-trainees from chosen colleges of education in Ghana. The study’s methodology was quantitative. With the help of a structured survey questionnaire, the main data was gathered. The questionnaire was broken down into four sections (or constructs), including the students’ self-sufficiency in learning mathematics, their perception of how learning mathematics has affected them, their concerns about learning mathematics, and their evaluations of Mathematics teaching. The constructs’ respective Cronbach’s alpha reliability analysis values are 0.96, 0.90, 0.96, and 0.93, respectively. The majority of the students demonstrated a high level of independence in their mathematics learning, according to the results of the teacher trainees’ self-sufficiency assessments. The results also showed that 74.3% can solve math problems even when they struggle with a mathematics course; 53.6% have less trouble learning mathematics; 65.7% find solving mathematics problems to be very satisfying; and 60.2% have a lot of self-confidence in learning mathematics. Then, 63.7% of the students said they also really enjoyed mathematics. A total of 82.4% of students agreed that learning mathematics has a variety of positive effects on one’s life. However, the mean value of about 2.8% confirmed that the majority of students disagreed with the claim that “the tutors incorporate information and communication technologies (ICTs) into the teaching of mathematics.” The study suggests mathematics tutors at the colleges make efforts to incorporate ICTs in lessons, and management at the colleges also provide enough ICT resources and equipment to facilitate ICT integration.


Kabbah, S. K., Kabe, S. K., Ametepey, J. K., Akosah, E. F., & Tsitsia, B. Y. (2023). Examining pre-service teachers’ attitudes towards mathematics teaching and learning. Mediterranean Journal of Social & Behavioral Research, 7(3), 169-176.


  1. Aguilar, M. S., Rosas, A., & Zavaleta, J. G. M. (2012). Mexican students’ images of mathematicians [Paper presentation]. The 12th International Congress on Mathematical Education.
  2. Agyei, D. D., & Voogt, J. (2011). Use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. International Journal of Science and Mathematics Education, 14, 527-548.
  3. Ahmad, F., & Aziz, J. (2009). Students’ perception of their teachers’ teaching of literature communicating and understanding through the eyes of the audience. European Journal of Social Science, 7(3) 17-26.
  4. Aisyah, N., Akib, I., & Syamsuddin, A. (2020). Identifying the influence of anxiety and self-reliance in learning towards mathematics learning performance of elementary school’s students grade V. International Journal of Scientific & Technology Research, 9, 3238-3242.
  5. Akhter, N., & Akhter, N. (2018). Learning in mathematics: Difficulties and perceptions of students. Journal of Educational Research, 21(1), 147-163.
  6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  8. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
  9. Becta ICT Research. (2003). What the research says about using ICT in maths. British Educational Communications and Technology Agency.
  10. Braten, I., & Stromso, H. (2006). Epistemological beliefs, interest, and gender as predictors of internet-based learning activities. Computers in Human Behavior, 22, 1027-1042.
  11. Carey, E., Hill, F., Devine, A., & Szucs, D. (2017). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Psychology, 8, 11.
  12. Chaudhry, A. Q., Malik, M., & Rafiq, N. (2019). Attitude of students about learning mathematics at elementary level. Journal of Elementary Education, 29(1), 109-120.
  13. Cockcroft, W. H. (1986). Mathematics counts. HMSO.
  14. Cuthbert, A. S., & Standish, A. (Eds.). (2021). What should schools teach?: Disciplines, subjects and the pursuit of truth. UCL Press.
  15. Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. The International Journal on Mathematics Education, 43(4), 471-482.
  16. Garfield, J., & Ben-Zvi, D. (2009). Helping students develop statistical reasoning: Implementing a statistical reasoning learning environment. Teaching Stattistics, 31(3), 72-77.
  17. García, J. N., & de Caso, A. M. (2006). Changes in writing self-efficacy and writing products and processes through specific training in the self-efficacy beliefs of students with learning disabilities. Learning Disabilities: A Contemporary Journal, 4(2), 1-27.
  18. Gradwohl, J., & Eichler, (2018). Predictors of performance in engineering mathematics. University of Agder.
  19. Ismail, M. E., Amiruddin, M. H., Sulaiman, J., & Ismail, I. M. (2020). Effects of using “welding position tutorial” (wpt) applications for the fillet joints by using android platform. International Journal of Management, 11(10).
  20. Kabungaidze, T., Mahlatshana, N., & Ngirande, H. (2013). The impact of job satisfaction and some demographic variables on employee turnover intentions. International Journal of Business Administration, 4(1), 53-65.
  21. Kanafiah, S. F. H. M., & Jumadi, A. (2013). Students’ perception towards mathematics: Attitudes, interests and lecturers’ teaching. In Proceedings of the International Symposium on Mathematical Sciences and Computing Research.
  22. Kibrislioglu, N. (2015). An investigation about 6th grade students’ attitudes towards mathematics. Procedia-Social and Behavioral Sciences, 186, 64-69.
  23. Kothari, C. R. (2004). Research methodology: Methods & techniques. New Age International.
  24. Kulcsár, N. (2020). Mathematics self-efficacy, learning approaches, academic performance in the light of the number of failed attempts. In Proceedings of the SEFI (pp. 297-307).
  25. Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter? Journal of Education and Practice, 4(3), 132-139.
  26. Miller, D. J. (2006). Technological diversity, related diversification, and firm performance. Strategic Management Journal, 27(7), 601-619.
  27. Negara, H., Nurlaelah, E., Wahyudin, W., Herman, T., & Tamur, M. (2021). Mathematics self efficacy and mathematics performance in online learning. Journal of Physics: Conference Series, 1882, 012050.
  28. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
  29. Rensaa, R. J. (2006). The image of a mathematician. Philosophy of Mathematics Education Journal, 19, 1-18.
  30. Setapa, M., Mustapha, W. A. H. W., Kanafiah, S. F. H. M., & Zaman, L. K. (2016). A study of students’ perception toward mathematic. Journal of Applied Environmental and Biological Sciences, 6(7), 28-33.
  31. Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self- efficacy: Relations with motivation for mathematics International Journal of Educational Research, 72, 129-136.
  32. Smith, A. (2004). Making mathematics count. The report of Professor Adrian Smith’s inquiry into post-14 mathematics education. The Stationery Office Limited.
  33. Suraya, A., Yunus, M., Zah, W., & Ali, W. (2009). Motivation in the learning of mathematics. European Journal of Social Sciences, 7(4), 93-101.
  34. Tahar, N. F., Ismail, Z., Zamani, N. D., & Adnan, N. (2010). Students’ attitude toward mathematics: The use of factor analysis in determining the criteria. Procedia Social and Behavioral Research, 8, 476-481.
  35. Teh, G. P. L., & Fraser, B. J. (1995). Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning cassrooms. Journal of Computer and Education Research, 12, 177-193.
  36. Wang, Y., Liang, J., Lin, C., & Tsai, C. (2017). Identifying Taiwanese junior-high-school students’ mathematics learning profiles and their roles in mathematics learning self-efficacy and academic performance Learn. Individual Differences, 54, 92-101.
  37. Zulkarnain, Z., Saim, M., & Talib, R. A. (2011). Hubungan antara minat, sikap dengan pencapaian pelajar dalam kursus CC301–quantity measurement [The relationship between interest, attitude and student achievement in the CC301-quantity measurement course].