Relation between Tenth Grade Students' Attitude and Components of Attitude in Algebra with Algebra Achievement of Addis Ababa Secondary Schools, Ethiopia

Autor/in	Atnafu, Mulugeta
Titel	Relation between Tenth Grade Students' Attitude and Components of Attitude in Algebra with Algebra Achievement of Addis Ababa Secondary Schools, Ethiopia
Quelle	In: International Journal for Mathematics Teaching and Learning, (2010), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Secondary School Students; Student Attitudes; Foreign Countries; Mathematics Teachers; Grade 10; Algebra; Mathematics Instruction; Mathematics Achievement; Correlation; Self Esteem; Gender Differences; Comprehension; Questionnaires; Interviews; Educational Environment; Secondary School Mathematics; Ethiopia; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Self-esteem; Selbstaufmerksamkeit; Geschlechterkonflikt; Verstehen; Verständnis; Fragebogen; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Äthiopien
Abstract	The purpose of this study was to examine the relation between the attitudes and components of attitude of the students towards algebra with their algebra achievements. The population for this study consists of all government tenth grade students and their mathematics teachers in Addis Ababa city administration. Sixteen tenth grade sections were selected from Addis Ababa secondary schools using multistage sampling and all students and mathematics teachers in the selected sections are considered. There were weak relationships between algebra achievement and each of the five components of attitudes including the attitude in algebra. The contribution of all components of attitude in algebra collectively significantly affected (but low) the achievement of students in algebra. The contribution of confidence was significant on the variable algebra achievement, but the other components usefulness, Enjoyment, subject is perceived as a male domain and teacher expectations were not significant on the variable algebra achievement. The highest contribution for the knowledge, comprehension and application parts of achievement of algebra was by confidence. (Contains 4 tables.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10