INTRODUCTION
The role of mathematics 2
Mathematics is a subject that lends itself well to illustrating learning hierarchies of intellectual skills. Mathematics is the language used to describe the problems that arise in most branches of science and technology.
Attitude 2
Students' poor performance in mathematics over the years has been attributed to the fact that the subject is difficult. The teaching method, the school's support structure and the attitude of families and students towards the school influence the attitude towards mathematics.
Motivation for the study 4
Therefore, teachers must pay as much attention to their students' affective worlds as to actual performance. It has been argued that teachers' beliefs about mathematics play a major role in shaping their teaching practices and thus influence their students' attitudes, self-efficacy, and achievement (Gibbons, Kimmel, & O'Shea, 1997; Muijs & Reynolds, 2001). ).
Focus of the study 5
There is an abundant literature on mathematics performance, there are gaps in the literature on the experiences of students achieving in Mathematics. Consent letters were given to the parents or guardians of the students participating in the study. Only about half of the students disagreed with the statement that they found mathematics difficult.
The responses to this part of the questionnaire revealed that students' experiences in mathematics class were influenced by the attitudes of their peers. In the analysis of the quantitative data requested from the FSMAS scale, four subscales emerged. Lily: Most of the work is covered in the foundations that are in grades 10 and 11.
Zammy: Sometimes sir explains and then we have to teach the rest of the students in the group.
Outline of the research 6
Overview of the study 7
38 because some of the learners were reluctant to participate in this part of the study. The data analysis of the findings in the FSMAS questionnaire was originally summarized under the following key headings: (a) personal confidence about Mathematics: self-confidence/self-efficacy, (b) perceptions of parent attitude, (c) perceptions of teacher attitude, (d) perceived usefulness of Mathematics, (e) attribution of factors and (f) general attitude towards Mathematics (see Appendix A). The answers to this part of the questionnaire revealed that the learners see the teacher's attitude as a significant role in their learning of Mathematics.
It is important for teachers to take note of the important role that parents can play in improving the learners' performance in Mathematics. A study of the self-efficacy beliefs of Mathematics learners and the impact on Mathematics learning. 75% of the learners who do mathematics in grades 10, 11 and 12 at our school feel that they were able to learn mathematics.
And because I can keep up with the teacher's pace, I don't have too much trouble.
LITERATURE REVIEW
Key concepts 9
Attitude 13
Finding that there is a direct relationship between students' ATM and student outcomes, it can be concluded that a student's ATM is a significant factor in whether or not that student pursued a career in Mathematics. Wong (2003), for example, reported that students' attitudes did not show a relationship with their achievement in Algebra.
Self-efficacy 15
Mathematics self-efficacy beliefs are related to and influence mathematics achievement in several ways. A string of unsuccessful math performance attempts could contribute to a negative set of math self-efficacy beliefs.
Mathematics anxiety 19
First, the intrinsic relationship between anxiety and performance can be assumed to be low, since a high percentage of this relationship is a result of the effect of self-efficacy on anxiety. Second, the effect of self-efficacy on anxiety is assumed to be so high that it also influenced the subsequent effects of anxiety.
Attributions for achievement 21
21 Causal models have revealed that although there is a relationship between anxiety and performance, this is a result of the deep-seated impact of self-efficacy on anxiety. Pajares and Kranzler (1995) indicate that the influence of anxiety on performance is primarily a result of non-causal covariation, mainly due to the effect of self-efficacy.
Strategies for the improvement of mathematics achievement 23
The half-year exam grade for the focus group sample ranged from 66% to 92%. The data also revealed that 76% of students believed they would use math in many ways as adults.
Summary 27
RESEARCH METHODOLOGY
Research methodology 29
This is a case study of the attitudes and performance strategies of successful Mathematics learners in a secondary school. Quantitative data collection methods use a limited range of predetermined responses in which the experiences and perceptions of the participants can be measured (Creswell 2009). Since this study seeks to look for such relationships between attitudes and performance, the use of the quantitative method of data collection was indeed appropriate.
Participants 31
Conducting an interview allowed me to understand students' feelings and the meaning of situations through the students' lens. 32 To obtain rich qualitative data, I asked students who achieved more than 60% in each of grades 10, 11, and 12 in their 2011 half-term examination to voluntarily participate in the focus group interview. Many of the students were also reluctant to participate, hence the reason for a small focus group.
Research instruments 32
The participants' personal data were needed to correlate the interview sheets with the interview transcripts during the analysis. The interview sheet also gave students the opportunity to write down anything they might not have wanted to say in front of the group. Knowing their names gave me the opportunity to ask further questions after the interview.
Data analysis 35
The data recording enabled me to ask probing, follow-up questions that were not accounted for in the predetermined interview questions and to transcribe the interview accurately at a later stage. It requires the researcher to relive the interview and find common threads, which are able to relate to the underlying theory, while looking for evidence that supports and/or contradicts the theories (Gaskell, 2000). After the audiotape was transcribed, I met with the group again, played the interview recording, and read the transcript.
Ethical clearance 36
The research proposal for this study was reviewed and approved by the Research Ethics Committee of the Faculty of Education (Reference number HSS/0710/011M). Therefore, pseudonyms and not the real names of the participants were used in the transcription of the interviews. A copy of the explanatory letter and consent form are shown in Appendix D and Appendix E.
Limitations of the study 37
37 The University of KwaZulu-Natal requires the research proposal for any research conducted with human subjects to be reviewed by a research committee. According to Cohen et al (2007), the researcher must first obtain consent from the adult whose responsibility the learner falls under, and then from the learners themselves. The security of confidentiality and anonymity dictates that the write-up of the research must at no time imply or reveal information that can identify the respondent (Cohen et al., 2007).
Summary 38
Students' responses to the item 'I am sure I can learn mathematics' showed that more than 70% of students in grades 11 and 12 were confident that they could learn mathematics. A high percentage of students responded positively to the statement that their parents thought it was important for them to study mathematics. At this school, 75% of the mathematics students in groups 10, 11 and 12 feel that they could learn mathematics.
FINDINGS
Learners attitudes to Mathematics 42
Of further interest is that although the increase for three subscales is small (0, 1); the largest increase (0.4) is in the subscale that reads: 'I feel comfortable with my teacher and peers in mathematics class'. From this you could deduce that the boys felt more comfortable in mathematics class than the girls. With regard to the subscales reading: 'I feel competent and confident when I do mathematics' and 'I feel comfortable with my teacher and fellow students in mathematics class', the mean for both isiZulu and English home language participants was exactly the same.
Learner perceptions and experiences relating to mathematics 45
In contrast, while a large percentage of students believed that it was important for people to study mathematics (see Table 4.5), only 39% of students said they would like to continue their studies in mathematics. However, a closer analysis of the data collected from the questionnaire and the interview revealed that the 10th grade students were more apprehensive about their teacher and the high achieving students in their mathematics class. A closer analysis of the responses in Table 4.6 shows that 33% of the 10th grade students were of the opinion that their teacher focused on teaching the so-called "smart" students in the class.
Attitude and achievement 55
It is clear from the graph that the learners in all three grades agreed with the statement that their parents encouraged them in Mathematics. The majority of learners said that their parents were very encouraging when it came to them learning Mathematics. During the interview, when they were asked if their parents offered any help, the learners indicated that neither of their parents knew any Mathematics.
Factors to which learners attribute their achievement in Mathematics 56
An analysis of the data presented in Figure 4.6 shows that in the case of the isiZulu speaking learners represented as 1, the girls (indicated by 1) showed an increase in the average mark from grade 10 to 12 has. The boys (indicated by 2) ) also showed an increase in the average mark from grade 10 to 12. 59 It was made implicit in the interview that the learners' efficiency in Mathematics generally increased from grade 10 to 12, which was responsible for the greater frequency of marks in the over 60% range in grades 11 and 12.
Learner perceptions of strategies that will overcome impeding
During the interview it became clear that a teacher's method of teaching mathematics and their personality made up a lot of students' attitude towards mathematics. The 11th and 12th grade students reaffirmed that their teacher played an active role in their mathematics learning and this stimulated students' interest. The students who participated in the interview emphasized that motivation played an important role in their achievement in mathematics.
Summary 63
So when you're in the matrix, you feel good because you've done the majority of the work. And even though they are doing new work in 12th grade, most of the work has been covered. 95 Lily: You're being made fun of in front of the whole class.
CONCLUSION
Attribution factors to achievement in mathematics 66
Second, many students said that their positive attitudes were conducive to good performance in mathematics and that there was a direct link between students' attitudes toward mathematics and learning outcomes. While a teacher's lack of self-confidence can hinder learning for some students, it can also positively impact other students' performance in mathematics. Finally, students who share the same level of interest in math and a common goal of excelling in math work in a coherent manner to help each other in a peer group.
Recommendations 67
It is recommended that when teachers form peer learning groups, it is important for the teacher to take note of the fact that learners who have the same goals and aspirations are able to work in a cohesive manner, and can form the peer group. It is further recommended that learners are placed in peer groups in which they feel comfortable, as any form of anxiety will be a barrier to learning Mathematics. This work schedule will show which topics or sections are covered in the Maths classroom.
Conclusion 69
42% of students think they cannot do well in math and 34% of students consider themselves to be able to solve math problems without much difficulty. But if you ask someone who is on the same page as you, then you will understand the subject better. The names of the students and the name of the school will not appear in my report, or in any paper or presentation I make after the study.
There will be no additional cost to you or the school. Your child's name and the name of the school will not appear in my dissertation or in any papers or presentations I make after the study. Your name and the name of the school will not appear in my dissertation, or in any post-graduation papers or presentations.
