Students’ Attitudes And Their Effects On Learning And Achievement In Mathematics

Despite ongoing reform efforts, mathematics underachievement persists, prompting further research into overlooked factors. Student attitudes towards mathematics significantly influence learning and achievement, making this a crucial area of study. This research aimed to investigate the impact of student attitudes on mathematics learning and achievement by exploring their attitudes and identifying influential factors. By understanding how attitudes shape learner behaviors, this study can inform strategies to foster positive attitudes, leading to improved learning outcomes.
The study employed a descriptive survey design, sampling seven public secondary schools in Kiambu county, with form four students as the target population. Purposive and random sampling techniques were used to select schools and students, respectively. Data collection relied on student questionnaires, adapted from the Fennema-Sherman attitudes scales, to capture perceptions and beliefs about mathematics. The data was analyzed using SPSS and Excel, with findings indicating that most students hold positive attitudes towards mathematics, perceiving it as accessible, important, and learnable. However, this did not translate to high academic achievement.
The study revealed that students’ motivation and outcomes are influenced by their perceptions, beliefs, learning abilities, and past performances. To address this, the study recommends teachers adopt varied instructional strategies that promote discovery and learner interest. Students should be encouraged to apply knowledge and skills through feedback and assignments. By providing experiences and opportunities that inspire engagement and value mathematics, students can develop a positive attitude, leading to improved learning and achievement