Engineering technology students' mathematics beliefs and attitude towards mathematics

Research output: Contribution to journalArticle

Abstract

The study examined the mathematics beliefs and attitude of 190 engineering technology students which comprised of 110 males and 80 females. Two instruments were used to gather data: a set of questionnaire on mathematics beliefs and another set of questionnaire on attitude towards mathematics. The mathematics beliefs consisted of 19 items with four dimensions; mathematics self beliefs, beliefs about the nature of mathematics, beliefs about mathematics learning and beliefs about mathematics teaching. However, there were only 12 items for the attitude questionnaire. The data were analyzed using descriptive statistics and inferential statistics that include Pearson correlation and t-test. There was a significant difference in beliefs about the nature of mathematics and beliefs about mathematics learning between male and female students. The relationship of engineering technology students' belief was moderately correlated with their attitude.

Original languageEnglish
Pages (from-to)201-210
Number of pages10
JournalInternational Journal of Learning
Volume17
Issue number3
Publication statusPublished - 2010

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mathematics
engineering
student
questionnaire
inferential statistics
descriptive statistics
female student
learning
Teaching

Keywords

  • Attitude
  • Beliefs
  • Engineering technology
  • Mathematics learning

ASJC Scopus subject areas

  • Education

Cite this

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title = "Engineering technology students' mathematics beliefs and attitude towards mathematics",
abstract = "The study examined the mathematics beliefs and attitude of 190 engineering technology students which comprised of 110 males and 80 females. Two instruments were used to gather data: a set of questionnaire on mathematics beliefs and another set of questionnaire on attitude towards mathematics. The mathematics beliefs consisted of 19 items with four dimensions; mathematics self beliefs, beliefs about the nature of mathematics, beliefs about mathematics learning and beliefs about mathematics teaching. However, there were only 12 items for the attitude questionnaire. The data were analyzed using descriptive statistics and inferential statistics that include Pearson correlation and t-test. There was a significant difference in beliefs about the nature of mathematics and beliefs about mathematics learning between male and female students. The relationship of engineering technology students' belief was moderately correlated with their attitude.",
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AB - The study examined the mathematics beliefs and attitude of 190 engineering technology students which comprised of 110 males and 80 females. Two instruments were used to gather data: a set of questionnaire on mathematics beliefs and another set of questionnaire on attitude towards mathematics. The mathematics beliefs consisted of 19 items with four dimensions; mathematics self beliefs, beliefs about the nature of mathematics, beliefs about mathematics learning and beliefs about mathematics teaching. However, there were only 12 items for the attitude questionnaire. The data were analyzed using descriptive statistics and inferential statistics that include Pearson correlation and t-test. There was a significant difference in beliefs about the nature of mathematics and beliefs about mathematics learning between male and female students. The relationship of engineering technology students' belief was moderately correlated with their attitude.

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