TITLE:

An assessment of student’s achievement and attitude towards mathematic among secondary students.

INTRODUCTION

This chapter presents data analysis portion of this study regarding an assessment

between student achievement and attitudes towards Mathematic in secondary school. This

was a quantitative study in which sixteen-question survey instrument was utilized to collect

demographics, self-confidence, values and enjoyment information concerning the studies

randomly selected group of population. This research participant were 50 respondents of

which 17 male students and 33 female students in public education institutions. Criteria for

participation in this study included age, gender, marital status, certification, location, income,

sector and mathematic test score. Pre and Post test were conducted in this study.

The portion of this chapter identifies the samples self-confidence toward

mathematics, samples values toward mathematic, samples enjoyment toward mathematic,

samples achievement toward mathematic, samples achievement toward mathematic and

samples attitudes toward mathematic achievement. All research questions addressed in this

research study were constructed to determine better understand what student’s attitudes

were toward mathematic achievement and what is relationship between samples attitude

and mathematic achievement. Each question is restated and statistically analyzed.

RESEARCH QUESTION

1. Is there a significant different in a mean score of self-confidence toward between

male students and female students.

Ho : There is no significant different in self confidence toward Mathematic between

male students and female students.

H1 : There is significant different in self confidence between male students and

female students.

Table 1

Table 1 show that a mean scores obtain by male students is 4.131 (Std. Deviation: .478)

whereas female student obtain a mean scores of 4.039 (Std. Deviation: .470). This

indicates male students obtain a higher score than female student.

To determine if there is no significant different in this course an independent T-Test is

conducted. Table 1 indicate there is no significant different (t(50)=-.653, p=.518) There is

no significant different between male student and female student at this 0.05 level. Thus

we fail to reject Ho.

Gender N Mean Std. Deviation

t df Sig. (2-tailed)

Self Confidence

Male 17 4.0392 .46967 -.649 48 .520

Female 33 4.1313 .47827 -.653 32.958 .518

2. Is there a significant different in a mean score of values toward Mathematic

between male students and female students.

Ho : There is no significant different in values toward Mathematic between male

students and female students.

H1 : There is significant different in values toward Mathematic between male

students and female students.

Table 2

Table 2 presents that a mean score obtain by male students is 3.961 (Std. Deviation: .439)

while female students obtain a mean score of 3.798 (Std. Deviation: .416). This indicates

male students obtain higher scores than female students.

To determine if there is significant different in this course an independent T-test is

conducted. Table 2 illustrated there is no significant different (t(50)=1.264, p=.216). There

is no significant between male students and female students at this 0.05 level. Thus, we

fail to reject Ho.

3. Is there a significant different in a mean score of enjoyment toward Mathematic

Gender N Mean Std. Deviation

t df Sig. (2-tailed)

Values

Male 17 3.9608 .43910 1.286 48 .204

Female 33 3.7980 .41616 1.264 30.923 .216

between male students and female students.

Ho : There is no significant different in enjoyment toward Mathematic between male

students and female students.

H1 : There is significant different in enjoyment toward Mathematic between male

students and female students.

Table 3

The results, as shown, in Table 3, indicates that a mean score obtain by male students is

3.804 (Std. Deviation: .335) while female students obtain a mean score of 3.788 (Std.

Deviation: .331). This shows that men students obtain higher mean score than female

students.

To indicates if there is significance different in this course an independent T-test is

conducted. Table 3 presents there is no significant different (t(50)=.161 ; p=.873). There is

no significant different between male students and female students at this 0.05 level. Thus,

we fail to reject Ho.

4. Is there a significant different in a mean score of attitude toward Mathematic

Gender N Mean Std. Deviation

t df Sig. (2-tailed)

Enjoyment

Male 17 3.8039 .33456 .162 48 .872

Female 33 3.7879 .33143 .161 32.158 .873

between male students and female students.

Ho : There is no significant different in attitude toward Mathematic between male

students and female students.

H1 : There is significant different in attitude toward Mathematic between male

students and female students.

Table 4

Table four provides that a mean score obtain by male student is 3.804 (Std.

Deviation: .335) whereas female students obtain a mean score of 3.935 (Std.

Deviation; .233) where as female students obtain a mean score of 3.906 (Std.

Deviation: .219). This indicates male students obtain a higher score than female students.

To determine if there is significant different in this course, an independent T-test is

conducted. Table 4 shown there is no significant different (t(50)=.425 ; p=.674). There is

no significant different between male students and female student toward attitudes at this

level 0.05. Thus, we fail to reject Ho.

5. Is there a significant different in a mean score in the Mathematic achievement test

Gender N Mean Std. Deviation

t df Sig. (2-tailed)

Attitudes

Male 17 3.9346 .23260 .433 48 .667

Female 33 3.9057 .21894 .425 30.736 .674

toward Mathematic between male students and female students.

Ho : There is no significant different in the Mathematic achievement test toward

Mathematic between male students and female students.

H1 : There is significant different in the Mathematic achievement test toward

Mathematic between male students and female students.

Table 5

From the Table 5 above we can see that a mean score obtain by male students is 68.618

(Std. Deviation: 6.040) while female students obtain a mean score of 67.046 (Std.

Deviation: 5.943). This presents male student obtains higher score than female students.

To indicates if there is significant different in this course an independent T-Test is

conducted. The results, as shown in Table 5, indicates that there is no significant different

(t(50)=.877 ; p=.387). There is no significant different between male students and female

students at this 0.05 level. Thus, we fail to reject Ho.

6. Is there a significant different in a mean score association between Mathematic

achievement test and attitudes toward Mathematics.

Gender N Mean Std. Deviation

t df Sig. (2-tailed)

Overall

Male 17 68.6176 6.04031 .881 48 .383

Female 33 67.0455 5.94291 .877 31.962 .387

Ho : There is no significant different in association between Mathematic

achievement test and attitudes toward Mathematics.

H1 : There is significant different in association between Mathematic achievement

test and attitudes toward Mathematics.

Overall AttitudeTest Score In Mathematic

Pearson Correlation

1 .084

Sig. (2-tailed) .561N 50 50

Attitudes Pearson Correlation

.084 1

Sig. (2-tailed) .561N 50 50

Table 6

Table 6 show that there is a very weak and no significant different between mathematic achievement and attitudes (r=.084, p=.561) at 0.05 level.

CONCLUSION