The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students’ affective factors were examined.
All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education.
The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking.
The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsystem.
The study recommends the need to replace the present GCE Advanced Level Further Mathematics syllabus with one that reflects the view that Further Mathematics is a subject studied mainly by potential mathematics graduates. The syllabus should have, as one of its objectives, the provision of a link between High School Mathematics and University Mathematics. While improving on the syllabus and the examination system, due consideration should also be given to the problem of acute shortage of qualified high school mathematics teachers for the English-Speaking subsystem of education in Cameroon.
Inhaltsverzeichnis (Table of Contents)
- Chapter 1: Introduction
- 1.1 Background to the Study
- 1.2 Statement of the Problem
- 1.3 Objectives of the Study
- 1.4 Research Questions
- 1.5 Significance of the Study
- 1.6 Scope and Delimitation of the Study
- 1.7 Definition of Terms
- Chapter 2: Literature Review
- 2.1 Conceptual Framework of Mathematics Achievement
- 2.2 Factors Influencing Mathematics Achievement
- 2.2.1 Affective Factors
- 2.2.2 Socio-Cultural Factors
- 2.2.3 Pedagogical Factors
- 2.3 Theoretical Framework
- 2.4 Empirical Studies on Mathematics Achievement
- Chapter 3: Research Methodology
- 3.1 Research Design
- 3.2 Population and Sample
- 3.3 Sampling Technique
- 3.4 Instrumentation
- 3.4.1 Mathematics Achievement Test
- 3.4.2 Rotter Internal-External Locus of Control Scale
- 3.4.3 Mathematics Anxiety Rating Scale
- 3.4.4 Mathematics Teacher Questionnaire
- 3.5 Data Collection Procedure
- 3.6 Data Analysis Procedure
- Chapter 4: Results and Discussion
- 4.1 Demographic Characteristics of the Participants
- 4.2 Mathematics Achievement
- 4.3 Locus of Control
- 4.4 Mathematics Anxiety
- 4.5 Perceptions of Mathematics Teachers
- Chapter 5: Summary, Conclusion and Recommendations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This doctoral dissertation aims to assess the impact of affective student characteristics and educational background on mathematics achievement at the higher education level in Cameroon. It seeks to understand the role of factors such as locus of control, mathematics anxiety, and teacher perceptions in influencing student performance. The study utilizes quantitative research methods to analyze data collected from a sample of students enrolled in mathematics programs at the University of Buea and the National Advanced School of Engineering in Yaounde.
- The influence of affective factors, such as locus of control and mathematics anxiety, on mathematics achievement.
- The relationship between educational background and mathematics achievement, considering factors like prior academic performance and educational resources.
- The role of mathematics teachers' perceptions and teaching practices in contributing to student success in mathematics.
- The specific challenges faced by students in Cameroon's higher education system in achieving proficiency in mathematics.
- The identification of potential strategies and interventions to enhance mathematics achievement among students in higher education institutions in Cameroon.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1 provides a comprehensive introduction to the research study, outlining the background, problem statement, objectives, significance, and scope of the investigation. It establishes the context for the study by examining the current state of mathematics education in Cameroon, highlighting the challenges and potential opportunities for improvement. This chapter also defines key terms and concepts that will be used throughout the dissertation.
Chapter 2 presents a thorough review of relevant literature related to mathematics achievement, focusing on the theoretical and empirical frameworks that underpin the study. This chapter explores the various factors that have been shown to influence mathematics achievement, including affective, socio-cultural, and pedagogical factors. It examines existing research findings on the impact of these factors on student performance in mathematics, providing a foundation for the current investigation.
Chapter 3 details the research methodology employed in the study, outlining the research design, population and sample, sampling technique, instrumentation, data collection procedures, and data analysis methods. This chapter describes in detail the instruments used to collect data, including the Mathematics Achievement Test, the Rotter Internal-External Locus of Control Scale, the Mathematics Anxiety Rating Scale, and the Mathematics Teacher Questionnaire. It also clarifies the specific procedures followed in collecting and analyzing the data.
Chapter 4 presents and analyzes the findings of the research study, providing a detailed discussion of the results obtained from the data analysis. This chapter examines the demographic characteristics of the participants, explores the relationship between affective factors and mathematics achievement, investigates the influence of educational background on student performance, and analyzes the role of mathematics teachers' perceptions and teaching practices. It provides a comprehensive interpretation of the results, drawing connections between the findings and existing research literature.
Schlüsselwörter (Keywords)
The core keywords and focus topics of this dissertation are: mathematics achievement, affective factors, locus of control, mathematics anxiety, educational background, teacher perceptions, higher education, Cameroon. This research focuses on understanding the impact of these factors on mathematics achievement at the higher education level in Cameroon, using quantitative research methods to analyze data collected from students and teachers.
- Quote paper
- Dr. Mathew Akoko (Author), 2010, Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education in Cameroon, Munich, GRIN Verlag, https://www.grin.com/document/172999
