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Attitude toward mathematics, mathema...

Sriampai, Pissamai.

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

紀錄類型:	書目-電子資源 : 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.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
面頁冊數:	129 p.
附註:	Source: Dissertations Abstracts International, Volume: 51-03, Section: A.
Contained By:	Dissertations Abstracts International51-03A.
標題:	Curricula. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8915341
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. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 129 p.

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

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

This item must not be sold to any third party vendors.

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 ($\\omega\\sp 2$) 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.

ISBN: 9798207090825Subjects--Topical Terms:

3422445
Curricula.

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.
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502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 1988.
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520 $a Purpose. The main purpose of this study was to identify the differences in mathematics achievement and attitudes toward mathematics with regard to gender and academic program for Thai freshman students at the College of Education, Srinakarinwirot University, Mahasarakham, Thailand (1987-1988). Procedures. The data for this study consisted of 152 freshman students. The instrument for this study consisted of the five attitudes toward mathematics subscales developed by Fennema and Sherman and the AMEQEP which was mathematics achievement test developed by the Committee of Assessment of Mathematics, Thai Ministry of Education. Findings. Results indicated that for the overall group students' attitudes toward success in mathematics were high (mean = 43.72). Overall, students had high level of anxiety in learning mathematics (mean = 33.95). A two-factor multivariate analysis of variance revealed that there were significant differences for the mathematics achievement and the five mathematics attitude subscales and the independent variable, gender (p =.001). The two-factor analysis of variance and the Least Significant Difference (LSD) showed that males had more confidence in learning mathematics than did females, that males perceived mathematics as a useful subject more than did females, and that males had lower anxiety in learning mathematics than did female counterparts. There were no differences between Science students and Liberal Arts students in mathematics achievement and the five mathematics attitude subscales at.05 level. Computation of estimated omega-square ($\\omega\\sp 2$) 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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