An investigation of the relationship between students' attitude toward learning mathematics and mathematics achievement with respect to gender in 10th grade in Riyadh, Saudi Arabia.

摘要

The main purpose of this study is to investigate the relationship between students' attitude toward learning mathematics and mathematics achievement with respect to gender in tenth grade students in Riyadh, Saudi Arabia. Also, to examine if there are any differences between gender attitudes toward learning mathematics and mathematics achievement.;Three instruments were used in the study to collect the data; a mathematics achievement test (MAT) consisting of items selected by the researcher from the (2000) Ohio Graduation Practice Test, an attitude questionnaire (ATM), which was developed by Taylor (1997) from the Aiken Scale (1976), and student interviews developed by the researcher.;In addition to descriptive statistics, by using Wilks' Lambda Test, the overall results indicated that there were no significant differences between male and female students in the 10th grade in a combination of students' attitudes toward learning mathematics and mathematics achievement, where F = .044, p = .957. Also, by using the Pearson Correlation and Scatter Plot, there was no significant correlation between the two dependent variables, which are attitudes toward learning mathematics and mathematics achievement.;The main recommendations were for teachers to give students' attitude and mathematics achievement more attention in their teaching and curriculum developers are strongly encouraged to consider students' interest when developing mathematics curricula.