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Assessing Factors Hindering Attitu on Some Selected High School a Illu Abba Bor Zo Research Article Rs Hindering Attitude Of z Available online at http://www.journalcra.com INTERNATIONAL JOURNAL OF CURRENT RESEARCH International Journal of Current Research Vol. 10, Issue, 12, pp.76816-76821, December, 2018 DOI: https://doi.org/10.24941/ijcr.33572.12.2018 ISSN: 0975-833X RESEARCH ARTICLE ASSESSING FACTORS HINDERING ATTITUDE OF STUDENTS TOWARDS MATHEMATICS ON SOME SELECTED HIGH SCHOOL AND PREPARATORY SCHOOL THE CASE OF ILLU ABBA BOR ZONE, OROMIA, ETHIOPIA *Temesgen Adafire, Teklu Adamu and Alemayehu Demere Department of mathematics, Faculty of Natural Science and Computation Science, Mettu University, Ethiopia ARTICLE INFO ABSTRACT Article History: Education is one of the most powerful weapons that have no alternative to attack poverty, step up Received 08th September, 2018 global development and identify the bad and good sides of the world. The development of any Received in revised form country relies largely on education particularly, on quality of education. The purpose of this study 19th October, 2018 was to Assessing factors hindering attitude of students towards mathematics .Specifically, it was Accepted 18th November, 2018 intended to investigate the relationship between achievement and attitude of secondary and st Published online 31 December, 2018 preparatory school students in mathematics, to identify the existence of significant difference in attitude towards mathematics between male and female secondary and preparatory school students Key Words: and to differentiate the most challenging component(s) of attitude in the selected secondary and Education, preparatory schools in I/A/Boor. The research was designed in a descriptive survey method. Attitude, Participants of the study were 341 grade 10 and 12 students of the selected schools and all t-test, mathematics teachers engaged in teaching the respective grades. Semi stratified, purposive and Mathematics. random sampling techniques were employed in order to select sample participants. Four instruments were used for data collection from sample students. Secondary data were used to assess achievements in mathematics. The findings of the assessment of secondary and preparatory school student s attitude towards mathematics in the selected schools indicated that at most of the sample students responses mean value greater than 3 for positively phrased statements and less than 3 for negatively phrased statements with respect to the three components of attitude. Data were also analyzed by using t-test for the assessment of attitude of male and female students. The results indicate that, there is no significant mean difference in attitude towards mathematics between male and female, as well as between secondary and preparatory school students. Moreover, it also implies that, the action (behavioral) component of attitude towards mathematics is relatively the most challenging area of secondary and preparatory school students in learning mathematics. Copyright © 2018, Temesgen Adafire et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Temesgen Adafire, Teklu Adamu and Alemayehu Demere, 2018. “Assessing factors hindering attitude of students towards mathematics on some selected high school and preparatory school the case of illu abba bor zone, Oromia, Ethiopia”, International Journal of Current Research, 10, (12), 76816-76821. INTRODUCTION Thus scholars generalized as ‘Education plays a vital role in the development of human capital and linked with individuals’ Education is one of the most powerful weapons that have no wellbeing and opportunities for better living (Farooq et al., alternative to attack poverty, step up global development and 2011; Abbaba et al., 2012) As a result, researchers have long identify the bad and good sides of the world. The development been interested in examining variables contributing effectively of any country relies largely on education particularly on for performance quality learners. Students academic quality education. Education is a means for bringing behavioral performance is affected by inside and outside factors. These changes in the learners in terms of knowledge skills, and include individual and household characteristics, attitudes. Begum and Farooqui (2008) explained that education socioeconomic situation, school related factors and government is a vehicle of socio economic progress. They are further police It is also believed that the development of the country explained that education is an ongoing process during this should be inclusive in such a way that all citizens should have process it is often required to measure the progress of the equal contributions regardless of their diversities. But the learners, how far the educational changes occurred among them marginal participation of women in science and technology in or how these changes have been organized. Ethiopia and other developing countries is well recognized (Atsede 1991; Ngau 1999) as cited by women’s minimal participation in these areas is often attributed to or explained by *Corresponding Author: Temesgen Adafire, Department of mathematics, Faculty of Natural Science and Computation their poor performance in such school subjects as science and Science, Mettu University, Ethiopia. mathematics. Taking this into account, Ethiopia had formulated 76817 Temesgen Adafire et al. Assessing factors hindering attitude of students towards mathematics on some selected high school and preparatory school the case of illu abba bor zone, Oromia, Ethiopia education and training policy about two decades ago in which preparatory schools in Illubabor. Thus, the data obtained all citizens have a chance to participate equally with a through different instruments of data collection were analyzed considerable affirmative action given for the formerly using both qualitative and quantitative methods of data analysis. marginalized groups, especially women. In relation to this idea, the Ministry of Education of Ethiopia revealed that, though this Table 1. Sample size taken for the study much effort is made to foster science and technology for the Administrative zone Sampled distinct Sample size wellbeing of the country as well as the Individuals, Ilu Abba Bor Zone Bure 50 Alge 68 Statement of the Problem: Mathematics is believed to be a Darimu 85 core subject in all disciplines and in the area of natural sciences Nono 35 Hurumu 55 in particular and it is clear that mathematical knowledge matters Dorani 48 the knowledge of Other fields of studies. In line with this, Kolawole (2007) in his study stated that, mathematics is the Total 6 341 bedrock of all sciences. Due to this, several studies have been Secondary data was collected from student’s record office conducted in different countries. For instance, Haron (2008), on pre-college students on the Bangali campus, Malaysia, found RESULTS AND DISCUSSION that many students identified mathematics as most difficult subject to learn. Slavin (2010) also stated that students who As it can be shown in Table 2. above, the Ethiopia general possess a positive attitude towards mathematics will succeed at secondary education certificate mathematics examination higher educational and professional levels. Nicolaidou and results of three consecutive years of grade 10 students result Philippou (2003) showed that negative attitudes are the result of (2006-2008) were collected and tabulated. Out of 5078 frequent and repetitive failures or problems when dealing with students in these three consecutive years of grade 10 students mathematical tasks and these negative attitudes may become (2006-2008) were collected and tabulated. out of 5078 students relatively permanent. Hence student’s attitude towards in these three consecutive years 181 students (4.1%) score F mathematics is a major factor that might influence the and 1595(30.3) scored ‘D’ adding the two we get that 1776 performance of the students. (33.4%) of the students score grade below ‘C’ this generally implies that almost fourth percent of the students achieved Objectives of the Study: The general objective of the study lower grade in Ethiopian general secondary education was to assess factors hindering attitude of secondary and certificate mathematics examination. moreover among the preparatory school student’s toward mathematics in some remaining, 50.6% scored ‘C’ and 13% scored ‘B’ and few selected secondary and preparatory school students in students scored ‘A’ .This in other words implies that secondary I/A/BOOR school students did not achieve effectively the intended objectives stated in the curricula materials. This low The specific objectives of the study were to: achievement may be resulted of poor preparation of the subject, poor instruction among others. (This low achievement To assess the attitude of secondary and preparatory may be result from the attitude that students have towards school students have in mathematics. mathematics). Table 3. above depict that the Ethiopian To describe the attitude difference toward mathematics entrance university mathematics examination result of grade in terms of gender and age among secondary and 12 in 2008 out of 120 students (96%)scored less than 50% and preparatory school students failed, 12students (4%) scored in the range 50-75% this result To identify factors that affects the attitude of secondary is very low when we compare with respect to the total number and preparatory students toward learning
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