Abstract:
The study examined students‟ attitudes and mathematics teacher self- efficacy in
teaching and their relationships on students‟ achievement in Dadieso Senior High
School. Correlational design was employed in the study. Purposive and Stratified
Random Sampling techniques were used to sample 225 respondents made up of 7
Form three (F3) mathematics teachers (6 males, 1 female) and 218 Form three (F3)
students (123 male, 95 female). Attitude towards Mathematics Inventory was used to
collect data on students‟ attitudes whereas data on their achievement was obtained
through an Achievement Test. Teacher self- Efficacy Scale was used to collect data
teacher‟s efficacy in teaching mathematics. Frequencies, percentages, Pearson‟s
product-moment correlation and independent samples t- test were used for data
analyses. The study revealed that most respondents had positive attitude towards
mathematics in terms of its value and their confidence but also indicated anxiety
towards learning mathematics. A significant positive medium correlation between
students‟ attitudes and their mathematics achievement was established. The study also
revealed significant small positive relationship between teacher self-efficacy and
students mathematics achievement. Significant gender differences were specified on
mathematics achievement. Male students performed better than female students in
Mathematics with medium effect size. Recommendations were made to enhance
students‟ positive attitudes and build higher level efficacy beliefs of teachers during
in-service training.
Description:
A Dissertation in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School
of Graduate Studies in partial fulfilment
of the requirements for the awards of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
