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Y YP!YtTŐYP YMasterMaster's Thesis4The link between attitude toward mathematics and mathematics achievement has been examined and judged to be important in a number of studies. And studies showing the relationship between gender differences in mathematics achievement and gender differences in attitudes toward mathematics are being continued.
Therefore, this study investigated the differences in male and female students attitudes toward mathematics according to achievement grade.
The study presents some perspectives on improving students attitudes toward mathematics.
For this study, Fennema-Sherman Mathematics Attitude Scale is chosed and the National Achievement Evaluation tested in 1998 mathematics scores of 380 boy students and 370 girl students are sampled. The analysis is proceeded with SPSS 7.0 Statistics Package Program.
The results of this study are as follows.
1. Attitudes toward mathematics had a strong effect on mathematics achievement
2. Confidence in learning mathematics, motivation in mathematics, attitude toward success in mathematics and parents attitudes toward the student had a significant relation with mathematics achievement.
3. Confidence in learning mathematics, motivation in mathematics, parents attitudes toward the student were higher in boys than girls.
4. In high-achieving group, confidence in learning mathematics, motivation in mathematics, and parent s attitudes toward the student were higher in boys than girls.
5. In middle-achieving group, while sex-role congruency were higher in girls than boys, confidence in learning mathematics and motivation in mathematics were higher in boys than girls.
6. In low-achieving group, confidence in learning mathematics, motivation in mathematics and parent s attitudes toward the student were higher in boys than girls.
7. In middle-achieving group, gender differences on attitude toward mathematics was the most.
8. In analysis of achievement grade, there were significant differences among three achieving group in confidence and motivation.
9. While boys were more likely to attribute success to ability than girls, girls were more likely to attribute failure to the lack of ability than boys.
10. While high-achieving group were more likely to attribute success to ability, low-achieving proup were more likely to attribute failure to the lack of ability.
11. While high-achieving girl s group were more likely to attribute success to ability, low-achieving girl s group were more likely to attribute success to environment.
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