Measuring Attitude Towards Mathematics Among Secondary School Learners in Harare, Zimbabwe

Measuring Attitude Towards Mathematics Among Secondary School Learners in Harare, Zimbabwe

This study validated the attitude towards mathematics instrument (ATMI) using data gathered from 208 (106 males and 102 females) Form Three learners randomly selected from two secondary schools in Harare. The study was premised on the observation that some learners underachieve in mathematics because they develop negative attitudes towards the subject as they progress from primary to secondary education. The unfavourable sentiments may have an impact on learners‟ educational outcomes which in turn affects the implementation of Zimbabwe's industrialization programme (National Development Strategy 1). The study assumed that attitudes are social constructs which cannot be measured universally across cultures, and that having an ATMI in the Zimbabwean context maybe the genesis to addressing this mathematics phobia. This study adopted the positivism research philosophy to formulate the research objectives and hypotheses, guided by the Enjoyment, Self-confidence, and Value conceptual framework. A quantitative research method, informed by both explanatory and descriptive survey research designs was employed to gather and analyse data using a questionnaire. The deductive analysis approach utilised EFA, CFA, SEM, One Sample Ttest and the Independent T-test to test the hypotheses of the study in SPSS (version 25) and AMOS (version 22). The major finding of the study is that, the three-factor structure of ATMI was reaffirmed with 12 items. Furthermore, a positive and significant relationship was established between learners' attitudes and mathematics performance. Also, Form Three learners in Harare were found to have negative attitudes toward mathematics, female learners being more negative than their male counterparts. The study recommends that a more comprehensive study be conducted to re-examine the psychometric properties at national level using a mixed method research approach. Additionally, educators are urged use the 12-item ATMI and focus on employing gender-inclusive teaching strategies in secondary schools based on attitude testing if Zimbabwe is to become an upper middle economy by 2020.