Abstract:
This study investigated senior high school students‟ attitude towards mathematics
and how they perceive their mathematics classroom learning environments. Two-hundred
(200) participants from five senior high schools (School A, B, C, D and E) in the Cape
Coast Metropolis in the Central Region of Ghana consisted of the sample size. A
descriptive survey design was used with a Mathematics Classroom Learning
Environment Inventory (MCLEI) and Mathematics Attitude Questionnaire (MAQ) as
data collection tools. The MAQ was given to senior high school students to identify their
attitude towards mathematics. The results indicated that the senior high school students
exhibited negative attitude towards mathematics. The MCLEI was also given to senior
high school students to identify their perception of their mathematics classroom learning
environment. The results also indicated that the senior high school students perceived
their mathematics classroom learning environment positively. A correlation analysis
performed identified a moderate positive significant relationship, r (200) = .000 p < .05,
two–tailed between the senior high school students‟ attitudes towards mathematics and
their perception of their mathematics classroom learning environment. It was therefore
recommended that mathematics educators at the high level of education, especially, at the
senior high school, should implement teaching strategies that will improve upon their
students‟ positive attitude and perception of their mathematics classroom learning
environment.
Description:
A Thesis in the Department of MATHEMATICS EDUCATION, Faculty of SCIENCE
EDUCATION, submitted to the School of Graduate Studies, University of Education,
Winneba in partial fulfillment of the requirements for the award of the Degree of Master
of Philosophy in Mathematics Education.
2016