The relationship between learners' attitudes and achievement in mathematics in a multicultural context

Abstract

Knowledge of mathematics is necessary for all members of society. It is also fundamental to the development of economic strength of a country. Mathematics is a subject which serves as a filter for entry into tertiary education and career opportunities, and therefore, achievement in the subject is essential. The aim of this research project is to determine if a relationship exists between a learner's achievement in mathematics and his/her attitude towards the subject. A literature review on the topics attitude and achievement was undertaken. Attitudes have interested psychologists for many years nnd resulted in many definitions of the concept. Attitude towards mathematics has consequently also been defined in a number of ways. The following factors are included in the research project as aspects affecting mathematics achievement: gender, language (ethnicity), the teacher and attitudes. The empirical investigation involved 451 learners in total. There were 130 Grade 7 learners, 185 Grade 9 learners and 136 Grade 11 learners. The results of a reliable and valid questionnaire indicate that a significant positive correlation exists between attitude towards mathematics and achievement in mathematics for Grade 7, 9 and 11 learners.