Mathematics beliefs and achievement among engineering technology students

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to determine the relationship of mathematics beliefs of engineering technology students and their achievement. The study also examined whether there were differences in mathematical beliefs and achievement based on gender and their previous institute. The sample consisted of 55 engineering technology students: 43 males and 12 females. Data were collected using Mathematics Beliefs Questionnaire and test questions based on a topic in engineering mathematics. The data were analyzed using Pearson correlation and t-test. The findings showed that there was a moderate correlation between the two variables. There were no significant differences in mathematics beliefs and achievement based on gender as well as previous institute. The components of mathematics beliefs were divided into self beliefs in mathematics, beliefs in mathematics discipline and beliefs in teaching and learning of mathematics. Most students especially the male students have better self beliefs in mathematics than in the other two components. However the mean of female students' beliefs was higher than the males in the subcomponents of mathematics beliefs that include putting more effort in mathematics, confidence, the function of a lecturer and understanding mathematical concepts.

Original languageEnglish
Pages (from-to)39-48
Number of pages10
JournalInternational Journal of Learning
Volume16
Issue number7
Publication statusPublished - 2009

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mathematics
engineering
student
gender
female student
university teacher
confidence
questionnaire
Teaching
learning

Keywords

  • Achievement
  • Engineering technology
  • Mathematics beliefs

ASJC Scopus subject areas

  • Education

Cite this

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title = "Mathematics beliefs and achievement among engineering technology students",
abstract = "The purpose of this study was to determine the relationship of mathematics beliefs of engineering technology students and their achievement. The study also examined whether there were differences in mathematical beliefs and achievement based on gender and their previous institute. The sample consisted of 55 engineering technology students: 43 males and 12 females. Data were collected using Mathematics Beliefs Questionnaire and test questions based on a topic in engineering mathematics. The data were analyzed using Pearson correlation and t-test. The findings showed that there was a moderate correlation between the two variables. There were no significant differences in mathematics beliefs and achievement based on gender as well as previous institute. The components of mathematics beliefs were divided into self beliefs in mathematics, beliefs in mathematics discipline and beliefs in teaching and learning of mathematics. Most students especially the male students have better self beliefs in mathematics than in the other two components. However the mean of female students' beliefs was higher than the males in the subcomponents of mathematics beliefs that include putting more effort in mathematics, confidence, the function of a lecturer and understanding mathematical concepts.",
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