Attitudes towards Mathematics, Achievement in Mathematics Aptitude Problems and Concomitant Teacher Practices in Ugandan Secondary Schools

dc.contributor.advisorJulie, Cyril
dc.contributor.authorOpolot, Charles
dc.date.accessioned2023-05-31T13:09:15Z
dc.date.accessioned2024-04-17T11:13:34Z
dc.date.available2023-05-31T13:09:15Z
dc.date.available2024-04-17T11:13:34Z
dc.date.issued2004
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThe purpose of this study was to investigate students' attitudes toward Mathematics, achievements in Mathematics problem-solving, and the nature of teacher practices in Ugandan secondary schools. The study was intended to determine if there are any relationships between students attitudes toward Mathematics and achievements in Mathematics problem-solving. And to explore the nature of teacher practices in high-performing and low-performing schools. The study used a combination of quantitative and qualitative research methods. Two hundred fifty- four students from nine secondary schools and four mathematics teachers participated in the study. The data examined were from (]) senior three (ninth-grade) students' responses to a student's attitude towards mathematics questionnaire modified from the Fennema-Sherman attitudinal Scales ming, High-Performing schools, Lowitudes towards Mathematics, student attitudes towards mathematics, are achievement g and the nature of teacher practices in Ugandan secondary intended to determine if there are any relationships between student attitudes towards mathematics and achievement in mathematics problem-solving. And to explore the nature of teacher practices in high-performing and low-performing schools. The study used a combination of quantitative and qualitative research methods. Two hundred fifty- four students from nine secondary schools and four mathematics teachers participated in the study. The data examined were from (]) senior three (ninth-grade) students' responses to a student's attitude towards mathematics questionnaire modified from the Fennema-Sherman attitudinal Scales and (2) students' solutions to a mathematics problem-solving test that the researcher developed. The reliability of the instrument was examined by computing Cronbach alpha internal reliability coefficient.en_US
dc.identifier.urihttps://hdl.handle.net/10566/11200
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectAchievement in Mathematicsen_US
dc.subjectEnhancing Participationen_US
dc.subjectGender Differences in Mathematicsen_US
dc.subjectGroup Learningen_US
dc.subjectTeacher Practicesen_US
dc.subjectUgandaen_US
dc.titleAttitudes towards Mathematics, Achievement in Mathematics Aptitude Problems and Concomitant Teacher Practices in Ugandan Secondary Schoolsen_US

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