Research Article

Exploring the Relationship Between Students’ Perception, Interest and Mathematics Achievement

Anas Seidu Salifu 1 * , Adamu Bakari 2
More Detail
1 E.P. College of Education, Bimbilla, GHANA2 Bole Senior High School, GHANA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 6(1), February 2022, 13-20, https://doi.org/10.30935/mjosbr/11491
Published: 03 January 2022
OPEN ACCESS   1794 Views   6352 Downloads
Download Full Text (PDF)

ABSTRACT

The purpose of this study was to explore the relationship between students’ perception, interest and mathematics achievement using purely quantitative approach. The research design used was descriptive survey. The study adopted purposive and simple random sampling techniques to choose a sample of 232 senior high students. The instruments used were questionnaires for measuring students’ perception and interest and achievement test. The results were analysed using descriptive and inferential statistics. The results revealed that students had negative perception towards mathematics and positive interest towards mathematics. Also, the results revealed that student’s interest and perception significantly predicted students’ achievement in mathematics. Again, a positive, moderate and significant relationship was recorded between students’ interest and achievements in mathematics. Furthermore, there was a positive weak correlation between students’ perception and achievement in mathematics which is also significant. Finally, weak positive significant correlation was recorded for the relationship between students’ perception and interest towards mathematics.

CITATION (APA)

Salifu, A. S., & Bakari, A. (2022). Exploring the Relationship Between Students’ Perception, Interest and Mathematics Achievement. Mediterranean Journal of Social & Behavioral Research, 6(1), 13-20. https://doi.org/10.30935/mjosbr/11491

REFERENCES

  1. Ahmad, A. N., Azizan, F. L., Rahim, N. F., Jaya, N. H., Shaipullah, N. M., & Siaw, E. S. (2017). Relationship between students’ perception toward the teaching and learning methods of mathematics’ lecturer and their achievement in pre-university studies. International Education Studies, 10(11), 129-134. https://doi.org/10.5539/ies.v10n11p129
  2. Ampadu, E. (2012). Students’ perceptions of their teachers’ teaching of mathematics: The case of Ghana. International Online Journal of Educational Sciences, 4(2), 351-358.
  3. Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the west. Journal of Mathematics Education, 2(2), 147-164.
  4. Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. K. (2017a). Triangular law of students’ mathematics interest in Ghana: A Mmodel with motivation and perception as predictor. International Electronic Journal of Mathematics Education, 12(3), 539-548. https://doi.org/10.29333/iejme/630
  5. Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. K. (2017b). Students’ perception and its impact on Ghanaian students’ interest in mathematics: Multivariate statistical analytical approach. Asian Research Journal of Mathematics, 4(2), 1-12. https://doi.org/10.9734/ARJOM/2017/33023
  6. Arthur, Y. D., Oduro, F. T., & Boadi, R. K. (2014). Statistical analysis of Ghanaian students’ attitude and interest towards learning mathematics. International Journal of Education and Research 2(6), 661-670.
  7. Asiedu-Addo, S. K., & Yidana, I. (2004). Mathematics teachers’ knowledge of the subject content and methodology. Mathematics Connection, 4(1), 45-51. https://doi.org/10.4314/mc.v4i1.21500
  8. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  9. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
  10. Baumert, J., & Koller, O. (1998). Interest research in secondary level I: An overview. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the seeon conference on interest and gender (pp. 241-256). IPN.
  11. Daud, A. S., Adnan, N. S. M., Abd Aziz, M. K. N., & Embong, Z. (2020). Students’ Perception towards Mathematics using APOS Theory: A Case Study. Journal of Physics: Conference Series 1529. https://doi.org/10.1088/1742-6596/1529/3/032020
  12. Emaikwu, S. O. (2011). Assessment of the impact of students’ mode of admission into university and their academic achievement in Nigeria. International Journal of Academic Research in Progressive Education and Development, 1(3), 151-164.
  13. Federal Republic of Nigeria National Policy on Education 6th Edition (2013). Nigerian Educational Research and Development Council. https://education.gov.ng/wp-content/uploads/2020/06/NATIONAL-POLICY-ON-EDUCATION.pdf
  14. Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house”. Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12-26. https://doi.org/10.5929/2014.4.2.9
  15. Greenberg, J., & Baron, A. R. (1999). Behaviour in organisations. McGraw-Hill.
  16. Guy, G. M., Cornick, J., & Beckford, I. (2015). More than math: On the affective domain in developmental mathematics. International Journal for the Scholarship of Teaching and Learning, 9(2), Article 7. https://doi.org/10.20429/ijsotl.2015.090207
  17. Hafiz, T. J., & Hina, H. A. (2016). Causes of poor performance in mathematics from teachers, parents and student’s perspective. American Scientific Research Journal for Engineering, Technology, and Sciences, 15(1), 122-136.
  18. Hagan, J. E., Amoaddai, S., Lawer, V. T., & Atteh, E. (2020). Students’ perception towards mathematics and its effects on academic performance. Asian Journal of Education and Social Studies, 8(1), 8-14. https://doi.org/10.9734/AJESS/2020/v8i130210
  19. Hidi, S. (2000). An interest researcher’s perspective on the effects of extrinsic and intrinsic factors on motivation. In B. Sansone, & J. M. Harackiewitz (Eds.), Intrinsic and extrinsic motivation: The search for optimum motivation and performance (pp. 309-330). Academic Press. https://doi.org/10.1016/B978-012619070-0/50033-7
  20. Jang, S. J., Guan, S. Y., & Hsieh, H. F. (2009). Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge. Procedia-Social and Behavioural Sciences, 1(1), 596-606. https://doi.org/10.1016/j.sbspro.2009.01.107
  21. Kabeera, P. (2018). Examining the influence of student’s perception on mathematics performance: Case of three selected Rwandan secondary schools. International Journal of Research Studies in Education, 1, 33-41.
  22. Kalhotra, S. K. (2013). A study of causes of failure in mathematics at high school stage. Academic Research International, 4(5), 588-599.
  23. Koul, R. B., & Fisher, D. L. (2006). Students’ perceptions of teachers’ interpersonal behaviour and identifying exemplary teachers. In Experience of Learning. Proceedings of the 15th Annual Teaching Learning Forum. The University of Western Australia.
  24. Krapp, A. (2000). Interest and human development during adolescence: An educational-psychological approach. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 109-128). Elsevier. https://doi.org/10.1016/S0166-4115(00)80008-4
  25. Leonard, C. A. (2016). Factors affecting students’ interest in mathematics in secondary schools in Enugu state. International Journal of Education and Evaluation, 2(1), 22-28.
  26. Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165-179. https://doi.org/10.1016/j.adolescence.2003.11.003
  27. Madeleine, M. P. (2013). The relationship between attitudes and achievement in mathematics among fifth grade students. Honors Teses, Paper 126.
  28. Mariam, S., Mustapha, W. A. H. W., Farah, S. H. M. K., & Liziana K. Z. (2016). A Study of Students’ Perception toward Mathematic. Journal of Applied Environmental and Biological Sciences., 6(7S), 28-33.
  29. Mohammed, I. B., & Charles, M. A. A. (2017). Interest in mathematics and academic achievement of high school students in Chennai district. International Journal of Innovative Science and Research Technology, 2(8), 2456-2165.
  30. Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 50(1), 25-40.
  31. Nardi, E., & Steward, S. (2003) Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29(3), 345-366. https://doi.org/10.1080/01411920301852
  32. OECD. (2013). PISA 2012 results: Ready to learn: Students’ engagement, drive and self-beliefs (Volume III). OECD. https://doi.org/10.1787/9789264201170-en
  33. Olatoye, R. A. (2002). Comparison of male and female senior secondary school students’ learning outcomes in science in Katsina state, Nigeria. Mediterranean Journal of Social Sciences, 5(2), 517-552.
  34. Reeve, E. M. (2013). Implementing science, technology, mathematics, and engineering (STEM) education in Thailand and in ASEAN. https://docplayer.net/17179389-Implementing-science-technology-mathematics-and-engineering-stem-education-in-thailand-and-in-asean.html
  35. Rimma, N. (2017). Interest and engagement: Perspectives on mathematics in the classroom [PhD thesis, University of Gothenburg].
  36. Schiefele, U. (2001). The role of interest in motivation and learning. In J. M. Collis, & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement (pp. 163-194). Erlbaum.
  37. Silver, E. A., Mesa, V. M., Morris, K. A., Star, J. R., & Benken, B. M. (2009). Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal, 46, 501-531. https://doi.org/10.3102/0002831208326559
  38. Yunus, A. S., & Ali, W. Z. (2009). Motivation in the learning of mathematics. European Journal of Social Sciences, 7(4), 93-101.