In an era of mathematics and science evaluation, concerns have been raised about the underachievement and underrepresentation of minority students in mathematics. Their opportunities to take advanced courses in these areas could be limited by many factors that only members of a minority group get to experience. Many studies have been concerned about comparing ethnic groups' achievement in the area of mathematics. However, there is a need to study those problems affecting each group individually. The purpose of the study was to explore the relationship between Hispanic students' attitude toward mathematics and students' academic achievement, program of study, gender and career interests or goals. Six research questions guided the study. Three survey instruments were utilized to gather the information needed to respond to the six research questions guiding the study. The Mathematics Attitude Inventory (MAI) was used to determine students' attitude toward mathematics of secondary school students in grades 10 to 12. The Metropolitan Achievement Test was used to obtain a measure of students' achievement in mathematics in grade 10. The students' Personal Data Form was used to collect the nominal data necessary. One hundred twenty Hispanic students from regular and bilingual programs participated in the study. Frequency counts and percentages were made. Mean scores and standard deviation were computed for the total attitude toward mathematics for each of six subareas. For the Metropolitan Achievement Test, mean scores and standard deviation were computed. They represented the average percentage of items answered correctly. The Pearson Product-Moment Correlation coefficients subprogram of SPSSX was utilized to analyze the data collected by the instruments. No significant differences were found regarding the six research questions. However, significant differences were found in the areas of students' attitude. Students participating in the bilingual program showed a more positive attitude toward mathematics and also showed less anxiety toward learning mathematics. The value of mathematics did affect students' attitude toward mathematics. The study has raised more questions than it has answered. Other variables must be considered in future studies if we are to help Hispanic students achieve more and participate in mathematics-related careers and activities.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8507 |
| Date | 01 January 1992 |
| Creators | Rodriguez Rios, Carlos |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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