The Relationship between the Prediction Level of Elementary School Students’ Math Achievement by their Math Attitudes and Gender

Abstract

The primary purpose of this research is to investigate the relationships between elementary school students’ attitudes toward mathematics, achievement levels and gender. Data were collected from 84 subjects through a questionnaire. The quantitative data were analyzed by using independent sample t-test, Pearson correlation and regression analysis in addition to descriptive statistics. The results revealed that students had positive attitudes toward mathematics and moderate achievement level in mathematics. Also gender had no effect on both attitude and achievement. Attitude predicted 16% of the achievement and the magnitude of this prediction was the same for both male and female students. One unit increase in the attitude scores was associated with .07 unit increase in the math grades on a five-point scale.