Master's Theses

Document Type

Thesis - campus only access

Date of Award

Summer 2000

Degree Name

Education Specialist (Ed.S)

Department

Advanced Education Programs

Advisor

Ed Stehno

Abstract

The purpose of the researcher was to investigate the relationship of parent and student attitudes toward Mathematics for students in grades 6 through 12. The independent variables were (1) gender of the student, (2) grade level of the student. (3) student mathematical performance (current grade in class), (4) mother's attitude toward mathematics (as determined by the mother's score on the Molleker Math Aptitude Scale-Mother), and (5) father's attitude toward mathematics (as determined by the father's score on the Molleker Math Attitude Scale-Father). The dependent variable was the student score on the Molleker Math Attitude Scale-Student. The sample size was 86. A total of eight composite null hypotheses were tested. Each null hypothesis was tested using a three-way analysis of variance, (general linear model). A total of 23 comparisons were made plus 33 recurring. Of the 23 comparisons made, 5 were for main effect and 18 were for interactions. Of the 5 main effects 2 were statistically significant at the .05 level of significance. The statistically significant main effects were for grade level and grade received in current class. The results indicated the following: 1) students in grades 6 and 11 had statistically higher mean attitude scores (more positive attitude towards mathematics) than those students in grade 12. 2) Students with passing grades in their current math class had statistically higher mean attitude scores (more positive attitude towards mathematics) than those students who did not have passing grades in their current math class. None of the 18 interactions was statistically significant at the .05 level of significance. The results of the present study appeared to support the following generalizations: 1) students in grade 6 and grade 11 have a more positive attitude toward mathematics than students in grade 12. 2) Students with a passing grade m their current math class have a more positive attitude toward mathematics than students who are not passing their current math class. 3) with all scores being above the theoretical mean, students in grades 6 through 12 have a positive attitude toward mathematics. 4) The gender of the student is not associated with the attitude of the student toward mathematics. 5) The mother's attitude toward mathematics is not associated with the student's attitude toward mathematics. And 6) the father’s attitude toward mathematics is not associated with the student's attitude toward mathematics.

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Rights

© 2000 Jacques Molleker

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