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Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement

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  • Sunghwan Hwang
  • Taekwon Son

Abstract

The relationship between students’ attitudes toward mathematics and mathematics achievement has garnered tremendous attention from researchers. However, there is a degree of inconsistency in the findings regarding this relationship. Therefore, this study aimed to identify the profiles of students’ attitudes toward mathematics and examine their relationship with mathematics achievement. Using latent profile analysis, we examined data from the Trends in International Mathematics and Science Study conducted in Singapore in 2019. We identified four profiles of attitudes toward mathematics, namely very negative (5.44%), negative (41.38%), neutral (38.77%), and positive (14.41%). We also confirmed the literature describing students’ attitude toward mathematics as a multidimensionally integrated construct, comprising ‘like mathematics,’ ‘value mathematics,’ and ‘confidence in mathematics.’ Moreover, we discovered a positive relationship between students’ attitudes toward mathematics and mathematics achievement. These results showed that the following students are more likely to have high mathematics achievement: (a) those who like to study mathematics and pursue mathematics-related activities, (b) those who believe that learning mathematics will result in a positive outcome (e.g., success in school and job opportunities), and (c) those who trust in their mathematical abilities. Therefore, educators need to examine students’ attitudes toward mathematics and provide appropriate support to stimulate the development of a positive attitude toward mathematics.

Suggested Citation

  • Sunghwan Hwang & Taekwon Son, 2021. "Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 8(3), pages 272-280.
    • Handle: RePEc:aoj:jeelre:v:8:y:2021:i:3:p:272-280:id:3198
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    Citations

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    Cited by:

    1. Inmaculada Alemany-Arrebola & María del Mar Ortiz-Gómez & Emilio Jesús Lizarte-Simón & Ángel Custodio Mingorance-Estrada, 2025. "The attitudes towards mathematics: analysis in a multicultural context," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-10, December.
    2. Robert Wakhata & Sudi Balimuttajjo & Védaste Mutarutinya, 2024. "Relationship between students’ attitude towards, and performance in mathematics word problems," PLOS ONE, Public Library of Science, vol. 19(2), pages 1-26, February.
    3. Robert Wakhata & Védaste Mutarutinya & Sudi Balimuttajjo, 2022. "Secondary school students’ attitude towards mathematics word problems," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-11, December.
    4. Kgalalelo Kenosi & Samuel Mutua Mutweleli & Richard Mbithi Wambua, 2024. "Relationship Between Attitudes towards Mathematics and Mathematics Performance among Form Three Students in the Southeast Sub- Region, Botswana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 1836-1845, August.
    5. Uzoije Ihechukwumere Fine & Ogunji James A, 2025. "Ethical Teaching Principles and Learning Attitudes of Public Secondary School Students in Ikenne Local Government Area, Ogun State, Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 3467-3484, May.
    6. Marines S. Zilabbo. & Alberto G, Calibo & Charibel C. Matalang, 2025. "The Emotional Quotient, Attitude, and Academic Performance in Mathematics in the Modern World of College Students," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(3), pages 92-114, March.

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