Title: An Assessment Of Students Achievement And Attitude Towards Mathematics Among Secondary School Student.

RQ 1:
Is there a significant difference in the means score of self confidence in mathematics between male and female students?
H ! There is no significant different "etween male and female student
H1 ! There is significant different "etween male and female student.
Table 1: Self confidence
Gender N Mean Std. Deviation Std. Error Mean
selfconfidence
Male 17 4.0392 .46967 .11391
Female 33 4.1313 .4727 .0326
Table 1 shows that the mean score obtained by male student is 4.0392 (! " .4 #9#$% whereares & female students obtained the
mean scores 4.1313 (!" .4$'2% . This indicated that female students obtained a higher score than male students. To determine if
there is significant differences in these scores an inde(endent sam(le t)test is conducted.
Independent Samples Test
!evene"s #est for
E$%alit& of
'ariances
t(test for E$%alit& of Means
F Si). t df Si). *2(
tailed+
Mean
Differenc
e
Std. Error
Difference
9,- .onfidence /nterval of
t0e Difference
!o1er 233er
selfconfidence
E$%al
variances
ass%med
.06, .00 (.649 4 .,20 (.09210 .14193 (.37747 .1932
E$%al
variances
not
ass%med
(.6,3 32.9, .,1 (.09210 .14109 (.37917 .19497
Table 2 indicated there is no significant differences (t(48)= -.649,p< .0) in the !ean scores bet"een !ale and fe!ale st#dents at
the 0.0 le$el. Th#s, "e are fail to re%ect &0.
RQ#:
Is there a significant difference in the means score of *alue in mathematics between male and female students?
H ! There is no significant different "etween male and female student
H1 ! There is significant different "etween male and female student.
Table 1: Value
Gender N Mean Std. Deviation Std. Error Mean
'al%e
Male 17 3.960 .43910 .106,0
Female 33 3.790 .41616 .07244
Table 1 shows that the mean score obtained by male student is 3.9#0' (! " .43910% where else& female students obtained the
mean scores 3.790 (!" .41#1#% . This indicated that male students obtained a higher score than female students. To determine if
there is significant differences in these scores an inde(endent sam(le t)test is conducted.
Table 2
!evene"s #est
for E$%alit& of
'ariances
t(test for E$%alit& of Means
F Si). t df Si). *2(tailed+ Mean
Difference
Std. Error
Difference
9,- .onfidence /nterval of t0e Difference
!o1er 233er
'al%e
E$%al
varianc
es
ass%me
d
.003 .9,6 1.26 4 .204 .1620 .126,7 (.09167 .4172
E$%al
varianc
es not
ass%me
d
1.264 30.923 .216 .1620 .120 (.09992 .42,,2
The results in Table 2 was indicated that there was no significant difference of *alue between male and female students in
+athematics sub,ects( t(4'% " 1.2#4&(" .21#%. Thus& we fail to re,ect -0.
RQ3:
Is there a significant difference in the means score of en,oyment in mathematics between male and female students?
H ! There is no significant different "etween male and female student
H1 ! There is significant different "etween male and female student.
Table 1: Enjoyment
Gender N Mean Std. Deviation Std. Error Mean
En4o&ment
Male 17 3.039 .334,6 .0114
Female 33 3.779 .33143 .0,770
Table 2
!evene"s #est for
E$%alit& of 'ariances
t(test for E$%alit& of Means
F Si). t df Si). *2(
tailed+
Mean
Differenc
e
Std. Error
Differenc
e
9,- .onfidence
/nterval of t0e
Difference
!o1er 233er
En4o&m
ent
E$%al variances
ass%med
.112 .739 .162 4 .72 .01604 .09926 (.13,3 .21,61
E$%al variances
not ass%med
.161
32.1,

.73 .01604 .099,6 (.1672 .211

Table 1 shows that the mean score obtained by male student is 3.'039(! " .334.#% where else& female students obtained the
mean scores 3.$'$9 (!" .33143% . This indicated that male students obtained a higher score than female students. To determine if
there is significant differences in these scores an inde(endent sam(le t)test is conducted.
The results in Table 2 was indicated that there was no significant difference of *alue between male and female students in
+athematics sub,ects( t(4'% " .1#1&(" .'$3%. Thus& we fail to re,ect -0.
RQ4:
Is there a significant difference in the means score of attitude in mathematics between male and female students?
H ! There is no significant different "etween male and female student
H1 ! There is significant different "etween male and female student.
Table 1: attitude
Gender N Mean Std. Deviation Std. Error Mean
5ttit%de
Male 17 3.9346 .23260 .0,641
Female 33 3.90,7 .2194 .0311
Table 2:Independent Samples Test
!evene"s #est for
E$%alit& of 'ariances
t(test for E$%alit& of Means
F Si). t df Si). *2(
tailed+
Mean
Difference
Std. Error
Difference
9,- .onfidence
/nterval of t0e
Difference
!o1er 233er
5ttit%
de
E$%al variances
ass%med
.039 .44 .433 4 .667 .0292 .0667, (.10,29 .16312
E$%al variances
not ass%med
.42,
30.73
6
.674 .0292 .060 (.1099 .1672
Table 1 shows that the mean score obtained by male student is 3.934# (! ".232#0 % where else& female students obtained the
mean scores 3.90.$ (!".21'94 % . This indicated that male students obtained a higher score than female students. To determine if
there is significant differences in these scores an inde(endent sam(le t)test is conducted.
The results in Table 2 was indicated that there was no significant difference of *alue between male and female students in
+athematics sub,ects( t(4'% " .42.&(" .#$4%. Thus& we fail to re,ect -0.
RQ5: Is there a significant difference in the means score of in mathematics achie*ement test between male and female students?
H ! There is no significant different "etween male and female student
H1 ! There is significant different "etween male and female student.
Table 1: Mathematics achievement
Gender N Mean Std. Deviation Std. Error Mean
6veral
Male 17 6.6176 6.04031 1.46499
Female 33 67.04,, ,.94291 1.034,3
Table 2:Independent Samples Test
!evene"s #est for
E$%alit& of
'ariances
t(test for E$%alit& of Means
F Si). t df Si). *2(
tailed+
Mean
Difference
Std. Error
Difference
9,- .onfidence /nterval of t0e
Difference
!o1er 233er
6veral
E$%al
variances
ass%med
.316 .,77 .1 4 .33 1.,7219 1.739, (2.01467 ,.1,906
E$%al
variances
not
ass%med
.77 31.962 .37 1.,7219 1.79344 (2.0110 ,.22,49
Table 1 shows that the mean score obtained by male student is #'.#1$# (! " #.04031% where else& female students obtained
the mean scores #$.04..(!" .41#1#% . This indicated that male students obtained a higher score than female students. To determine
if there is significant differences in these scores an inde(endent sam(le t)test is conducted.
The results in Table 2 was indicated that there was no significant difference of *alue between male and female students in
+athematics sub,ects( t(4'% " .'$$&(" .3'$%. Thus& we fail to re,ect -0.
/0#1
Is there a significant association between mathematics achie*ement test and attitude towards mathematics?
H ! There is no significant association "etween achievement test and attitude towards mathematics.
H1 ! There is significant significant association "etween achievement test and attitude towards mathematics.
Table 1:Correlations
6verall 5ttit%de
6verall
7earson .orrelation 1 .04
Si). *2(tailed+ .,61
N ,0 ,0
5ttit%de
7earson .orrelation .04 1
Si). *2(tailed+ .,61
N ,0 ,0

The data on Table 1 abo*e shows that there is *ery strong and not significant relationshi( between mathematics achie*ement test and
attitude towards mathematics (r "0.'4&()*alue " ..#1% .Thus& we fail to re,ect -0.