### 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 language | English |
---|---|

Pages (from-to) | 201-210 |

Number of pages | 10 |

Journal | International Journal of Learning |

Volume | 17 |

Issue number | 3 |

Publication status | Published - 2010 |

### Fingerprint

### Keywords

- Attitude
- Beliefs
- Engineering technology
- Mathematics learning

### ASJC Scopus subject areas

- Education

### Cite this

*International Journal of Learning*,

*17*(3), 201-210.

**Engineering technology students' mathematics beliefs and attitude towards mathematics.** / Siti Mistima, Maat; Zakaria, Effandi; Mohd Nordin, Norizah @ Norazah; Embi, Mohamed Amin.

Research output: Contribution to journal › Article

*International Journal of Learning*, vol. 17, no. 3, pp. 201-210.

}

TY - JOUR

T1 - Engineering technology students' mathematics beliefs and attitude towards mathematics

AU - Siti Mistima, Maat

AU - Zakaria, Effandi

AU - Mohd Nordin, Norizah @ Norazah

AU - Embi, Mohamed Amin

PY - 2010

Y1 - 2010

N2 - 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.

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.

KW - Attitude

KW - Beliefs

KW - Engineering technology

KW - Mathematics learning

UR - http://www.scopus.com/inward/record.url?scp=77957318039&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77957318039&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:77957318039

VL - 17

SP - 201

EP - 210

JO - International Journal of Learning

JF - International Journal of Learning

SN - 1447-9494

IS - 3

ER -