Factors Affecting Attitude toward Learning Mathematics: A Case of Higher Education Institutions in the Gulf Region

Autor/inn/en	Moussa, Nahla M.; Saali, Tariq
Titel	Factors Affecting Attitude toward Learning Mathematics: A Case of Higher Education Institutions in the Gulf Region
Quelle	In: SAGE Open, 12 (2022) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moussa, Nahla M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221123023
Schlagwörter	Student Attitudes; Mathematics Education; College Mathematics; College Students; Foreign Countries; Gender Differences; United Arab Emirates + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathematische Bildung; Collegestudent; Ausland; Geschlechterkonflikt; Vereinigte Arabische Emirate
Abstract	Mathematics is an important subject that plays a crucial role in constructing mental discipline among students. There has been a great focus on investigating students' attitudes toward mathematics in higher education settings. The current study is aiming to explore the factors that affect attitudes toward math among higher education students in the United Arab Emirates (UAE). The Math Attitude Questionnaire MAQ was adapted from Prokop et al. to fulfill the study objectives. Gender and math course levels were the proposed variables that could influence students' attitudes toward learning mathematics in six different dimensions. Data analysis demonstrated that higher education students in the UAE show a positive attitude toward math in most MAQ dimensions. The "T"-test for Independent Sample revealed that gender does not affect students' attitudes toward learning mathematics. Moreover, the ANOVA test revealed that mathematics course levels have a significant impact on students' attitudes toward math in the six dimensions of MAQ. The math instructor and equipment dimensions were found to have a significant effect on students' attitudes among the students taking advanced math courses. The findings of this study could benefit the higher education system in the context of enhancing mathematics teaching and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01