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Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program./
作者:	Sriampai, Pissamai.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertations Abstracts International, Volume: 51-03, Section: A.
Contained By:	Dissertations Abstracts International51-03A.
標題:	Curricula. -
電子資源:	click for full text (PQDT)
ISBN:	9798207090825

Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program.
Sriampai, Pissamai.

Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program. - 1 online resource (129 pages)

Source: Dissertations Abstracts International, Volume: 51-03, Section: A.

Thesis (Ph.D.)--University of Missouri - Columbia, 1988.

Includes bibliographical references

Purpose. The main purpose of this study was to identify the differences in mathematics achievement and attitudes toward mathematics with regard to gender and academic program for Thai freshman students at the College of Education, Srinakarinwirot University, Mahasarakham, Thailand (1987-1988). Procedures. The data for this study consisted of 152 freshman students. The instrument for this study consisted of the five attitudes toward mathematics subscales developed by Fennema and Sherman and the AMEQEP which was mathematics achievement test developed by the Committee of Assessment of Mathematics, Thai Ministry of Education. Findings. Results indicated that for the overall group students' attitudes toward success in mathematics were high (mean = 43.72). Overall, students had high level of anxiety in learning mathematics (mean = 33.95). A two-factor multivariate analysis of variance revealed that there were significant differences for the mathematics achievement and the five mathematics attitude subscales and the independent variable, gender (p =.001). The two-factor analysis of variance and the Least Significant Difference (LSD) showed that males had more confidence in learning mathematics than did females, that males perceived mathematics as a useful subject more than did females, and that males had lower anxiety in learning mathematics than did female counterparts. There were no differences between Science students and Liberal Arts students in mathematics achievement and the five mathematics attitude subscales at.05 level. Computation of estimated omega-square (ω²) indicated that the independent variable, gender, accounted for 9, 3, and 52 percent of the variance of the three significant variables: Confidence in Learning Mathematics, Usefulness of Mathematics, and Mathematics Anxiety respectively. Conclusions. (1) For Thai freshmen college of education students, mathematics achievement for males and females will be similar. (2) Male students will show greater confidence in learning mathematics. They will possess lower anxiety in learning mathematics and perceive mathematics as a more useful subject than will females.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798207090825Subjects--Topical Terms:

1465610
Curricula.
Index Terms--Genre/Form:

554714
Electronic books.

Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program.
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245 1 0 $a Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program.
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500 $a Source: Dissertations Abstracts International, Volume: 51-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Craigmile, James L.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 1988.
504 $a Includes bibliographical references
520 $a Purpose. The main purpose of this study was to identify the differences in mathematics achievement and attitudes toward mathematics with regard to gender and academic program for Thai freshman students at the College of Education, Srinakarinwirot University, Mahasarakham, Thailand (1987-1988). Procedures. The data for this study consisted of 152 freshman students. The instrument for this study consisted of the five attitudes toward mathematics subscales developed by Fennema and Sherman and the AMEQEP which was mathematics achievement test developed by the Committee of Assessment of Mathematics, Thai Ministry of Education. Findings. Results indicated that for the overall group students' attitudes toward success in mathematics were high (mean = 43.72). Overall, students had high level of anxiety in learning mathematics (mean = 33.95). A two-factor multivariate analysis of variance revealed that there were significant differences for the mathematics achievement and the five mathematics attitude subscales and the independent variable, gender (p =.001). The two-factor analysis of variance and the Least Significant Difference (LSD) showed that males had more confidence in learning mathematics than did females, that males perceived mathematics as a useful subject more than did females, and that males had lower anxiety in learning mathematics than did female counterparts. There were no differences between Science students and Liberal Arts students in mathematics achievement and the five mathematics attitude subscales at.05 level. Computation of estimated omega-square (ω²) indicated that the independent variable, gender, accounted for 9, 3, and 52 percent of the variance of the three significant variables: Confidence in Learning Mathematics, Usefulness of Mathematics, and Mathematics Anxiety respectively. Conclusions. (1) For Thai freshmen college of education students, mathematics achievement for males and females will be similar. (2) Male students will show greater confidence in learning mathematics. They will possess lower anxiety in learning mathematics and perceive mathematics as a more useful subject than will females.
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