ATTITUDE
TOWARDS MATHEMATICS OF XI STANDARD STUDENTS IN TRICHY DISTRICT

**R. Ravanan **

**A. Blessing Mary**

**Julie**

**INTRODUCTION**

The main aim of education is to
develop harmonious personality of learner.
Education should make pupils fit to live with. In all modern human
societies the young are prepared for their future roles through educational
process which may be in the form of examination. Schools are always transitional institutions.
They prepare pupils for education or for occupation or for family life and so
on. Mathematics in the real sense is a science of space and quantity that helps
in solving the problems of life needing numeration and calculation. It provides
opportunities for the intellectual gymnastic of the man’s inherent powers. Teaching
of Mathematics essentially helps the students in acquiring essential
mathematics knowledge, skills, interests and attitudes. And it is necessary for and helpful in the
realisation of the practical or utilitarian value, disciplinary value and cultural value. Mathematics education
trains students to make and use measurements and includes the study of computer
programming, algebra, statistics, geometry and calculus. Attitude is a mental set or disposition, readiness to
respond and the psychological basis of attitudes, their permanence, their
learned nature and their evaluative character.
It includes object things, peoples, places, ideas or situations. Attitudes are not just a passive result of
past experience; instead they impel behavior and guide its form and manner. The components of
attitudes are : i)
a cognitive component (opinion information or strength of belief or disbelief; (ii). an affective component (emotional
component of like (or) dislike) and (iii) an action (co nature behavioural
component of habit or readiness to respond).

**Need for the study**

In
every class there are three types of students: 1. Those
who perform very well, 2. Those who never perform well and 3. Those who can perform well; but do not fare well actually. The
pupils of the third category may have the general intelligence to do well, but
owing to several factors, they do not fare well in mathematics. Special
attention will help the pupils of that category to bring out their abilities in
full. If this is done in schools, the society may have to lose eminent scholars
in mathematics and great mathematicians. The influence of the teacher on the
pupil is not confined to imparting of subject knowledge alone, but goes further
to play a part in the total development of the child. The influence of the
teacher has been studied on the attitude to wards mathematics. In the present
curriculum every attempt in being made
to include mathematics as an integral part of school education
to develop the speed and accuracy in doing numerical problems, an ability for
abstract, an ability of logical reasoning, an ability for spatial concepts and
so on. However the mathematics achievement education in schools and colleges
largely do not cater to aims and objectives of mathematics education as
specified by many educational commissions and committee. Students mostly prepare themselves for
passing examinations. Further more the
teachers and parents were concerned with relatively Low achievement of students
in mathematics and a number of studies had looked into the causes of such poor
performance. Attitude is really the disposition of an individual to learn and
to develop some proficiency in some particular area. Actually it helps to acquire knowledge in a
particular area and on the basis of interest the future performance of a child
can be predicted. A child under the
pressure of parents or teachers selecting a professional course will be a
failure in that area without attitude in that field. So it is the responsibility of teachers and
parents to guide their children according to their attitude. Modern education
must not restrict itself to developing more rote-learning, but also nurture the
ability of children to produce relevant new meaning to their class-room
experiences. Hence along with promoting
educational achievement it is obligatory on the part of the school to equip the
child with the skill of logical thinking and reasoning which will enable him to
cope effectively with whatever state of world be will encounter later in life. Curriculum
which impacts training in these is the need of the hour. Though these are
documented evidences about the effects of factors like gender, region, stream
of study, medium of instruction, Type of School Management and socio economic
status, on Attitude towards Mathematics more investigations are to be done in
the field.

**OBJECTIVES **

*To investigate the difference of Male and Female due
to their Attitude towards Mathematics.

*To investigate the difference of Region due to their
Attitude towards Mathematics

*To investigate the difference of Steam of Study due
to their Attitude towards Mathematics

*To investigate the difference of Medium of
Instruction due to their Attitude towards Mathematics

*To investigate the difference scores of Types of
Management due to their Attitude towards Mathematics

*To investigate the difference of Socio - Economic
Status due Attitude towards Mathematics

**HYPOTHESES OF THE STUDY**

1. There is no significant
difference in Attitude towards Mathematics of XI standard students in Trichy
District, owing to differences in their gender, region, stream of study, medium
of instruction, type of school management and socio – economic status

2. There is no significant
association between Attitudes towards Mathematics of XI standards students in
Trichy

District in their Gender,
Region, Stream of Study, Medium of Instruction, Type of School Management and
Socio

- Economic Status

**LIMITATIONS
OF THE STUDY**

The study was limited to only 10 schools in Trichy
District. The study was restricted to four Government schools, three Aided and
three Unaided school from both Rural and Urban areas. The sample was limited to
450 students of XI only. Standardized test materials alone were used in this
investigation. The investigation did not develop any psychological tests for
investigative purpose.

Saha
(2007) conducted a study Gender, Attitude to Mathematics, cognitive style and
Achievement in Mathematics. It was found
that all the three contributes to statistically significant difference in
achievement in mathematics. Thomas (2006) conducted a study to determine the
Attitude towards Mathematics and achievement by combining co-operative learning
strategies with instruction delivered using an Integrated Learning System
(ILS). Sixty five fifth grade students were randomly divided in two groups,
co-operative and individual. Result revealed that students using on ILS for
mathematics instruction performed better on standardised tests and were more
positive towards math and they worked in co-operative groups than when they
worked on the same individually. Xin Ma and Jianymin (2004) conducted a study to determine the casual
ordering between Attitude towards Mathematics and achievement in mathematics of
secondary school students. Results showed the achievement demonstrated casual
predominance over attitude across the entire secondary school. Gender difference
in this casual relationship was not found but elite status in mathematics
moderated this casual relationship.

**DESIGN
OF THE STUDY**

Descriptive
methods of study were though to be appropriate to analyses the impact of
Attitude towards Mathematics, related to selected variables are Gender, Region,
Type of School Management, Stream of Study, Medium of Instruction and Socio
Economic Status. The sample constituted 450 XI standard students drawn from 11
schools from Government, Aided and Unaided in Trichy district. Random sampling was used to select the
sample. The tools used for the present study was Mathematics attitude scale
prepared and standardized by Dr. C. Dandapani**. **The data collected for the present
investigation was under the category of Mathematics Attitude tool administered
to the students by the investigator. After data was collected and classified,
it was subjected to statistical tests of significances using SPSS package for
testing the hypothesis for the investigator. The methods of analysis were used students’ t test, ANOVA, Chi-square test and Karl Pearson’s
product Moment.

**Reliability
and Validity**

The
reliability and the validity of the tool for the present study are computed as
0.70 and 0.83 respectively. The co-efficient of split half reliability is 0.85
and validity with the achievement test in mathematics is determined to be 0.80.
The sample for this study was selected randomly. Representative sample of 450 students who
have joined in XI standard (English and Tail Medium) were selected from
Government Aided and Unaided schools.

**MAJOR
FINDINGS OF THE STUDY**

There
is no significant difference in Attitude towards Mathematics of XI standard
students in Trichy District, owing to differences in their Gender, Region and
Medium of Instruction. There is significant difference in Attitude towards
Mathematics of XI standard students in Trichy District, owing to differences in
their Stream of Study, Types of School Management and Socio Economic Status. There
is no significant association between Attitudes towards Mathematics of XI
standards students in Trichy. District regarding their Gender
and Medium of Instruction. There is significant association between
Attitudes towards Mathematics of XI standards students in Trichy District with
their Region, Stream of Study, Types of School Management and Socio Economic
Status

**Educational
Implications**

Education
is a process of human enlightenment and empowerment for the achievement of a
better quality of life. In

**CONCLUSION**

The
purpose of the present investigation was to study the mathematics attitude with
reference to some selected variables and the study indicated significant
relationship among the variables. The study may find some usefulness in the
field of mathematics education and the finding of this study may serve as a
data base for the future research.

**REFERENCES**

Guimaraest,
H. M. (2005) Teachers
and students views and attitude towards new mathematics curriculum”. *Journal of Educational Studies in
Mathematics* 26, 347-365.

Kothari,
D. S. (1966) (Chairman) *Report of the
Education Commission 1964-66.* Government of

Saha, S. (2007) A study
of Gender Attitude to Mathematics, Cognitive style and Achievement in
mathematics”. *Experiments
in Education* 35, 6.

Thomas
(2006) The effects on student’s achievements and
attitudes using integrated learning systems with co-operative pairs. *Journal Educational Technology Research and
Development* 45, 51-64.

Xin Ma and Jiangmin
Xu (2004) Determining the causal ordering between
attitude towards Mathematics and achievement in Mathematics. *American
Journal of Education*110, 256-280.