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

Pages (from-to) | 39-48 |

Number of pages | 10 |

Journal | International Journal of Learning |

Volume | 16 |

Issue number | 7 |

Publication status | Published - 2009 |

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### Keywords

- Achievement
- Engineering technology
- Mathematics beliefs

### ASJC Scopus subject areas

- Education

### Cite this

**Mathematics beliefs and achievement among engineering technology students.** / Siti Mistima, Maat; Zakaria, Effandi.

Research output: Contribution to journal › Article

*International Journal of Learning*, vol. 16, no. 7, pp. 39-48.

}

TY - JOUR

T1 - Mathematics beliefs and achievement among engineering technology students

AU - Siti Mistima, Maat

AU - Zakaria, Effandi

PY - 2009

Y1 - 2009

N2 - 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.

AB - 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.

KW - Achievement

KW - Engineering technology

KW - Mathematics beliefs

UR - http://www.scopus.com/inward/record.url?scp=77950251667&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77950251667&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:77950251667

VL - 16

SP - 39

EP - 48

JO - International Journal of Learning

JF - International Journal of Learning

SN - 1447-9494

IS - 7

ER -