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The effects of gender, math achievement, and ethnicity on attitudes toward mathematics were examined using an inventory called Attitudes toward Mathematics Instrument (ATMI). The inventory was completed by 545 students at a college preparatory bilingual school in Mexico City. Data were analyzed using a multivariate factorial model with four factors of Math Attitude as dependent variables (self-confidence, value, motivation, and enjoyment of mathematics) and three independent variables (gender, math achievement, and ethnicity). Multivariate analysis of variance was performed. There was an overall significant effect of gender on two of the factors of ATMI. Male students scored higher than female students on self-confidence and value. Letter grade was significant, with A students scoring higher than others on all four factors of the ATMI. A similar relationship of letter grade to factors was found in the hierarchy from B through F students. Failing students scored lowest on self-confidence, motivation, value, and enjoyment. There was an overall significant effect of ethnicity on three factors. Mexican students scored significantly higher than American students on self-confidence, value, and enjoyment. Students with dual citizenship--students who had one American parent--scored higher than Americans with no other citizenship on the value of mathematics. (Contains 30 references.) (ASK)

Descriptors: Bilingual Education, Foreign Countries, High Schools, Mathematics Achievement, Mathematics Education, Measures (Individuals), Sex Differences, Student Attitudes

Autor: Tapia, Martha; Marsh, George E., II

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7385&id=ED449044

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