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Relationship of Attitudes Toward Mathematics, School, and Teachers to Mathematics Achievement

The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc663777
Date08 1900
CreatorsNeumann, Karl F.
ContributorsGabet, Yvonne H., Miller, Jack E., Hughes, Anita E.
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatiii, 53 leaves, Text
RightsPublic, Neumann, Karl F., Copyright, Copyright is held by the author, unless otherwise noted. All rights

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