| Peer-Reviewed

Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia

Received: 20 May 2016     Accepted: 26 May 2016     Published: 30 June 2016
Views:       Downloads:
Abstract

Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.

Published in Education Journal (Volume 5, Issue 4)
DOI 10.11648/j.edu.20160504.14
Page(s) 62-70
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Beliefs, Mathematics, Learning, Problem Solving

References
[1] MoE (2008) Annual Intake and Enrolment Growths and Professional and Program Mix of Ethiopian Public Higher Education: Strategy and Conversion Plan, 2001-2005. Addis Ababa.
[2] Mapolelo, D. C. (2009) Students’ experiences with mathematics teaching and learning: listening to unheard voices. International Journal of Mathematical Education in Science and Technology, 40 (3), 309–322.
[3] Presmeg, N. (2002) Beliefs about the nature of mathematics in the bridging of everyday and school mathematical practices. In G. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 293-312).
[4] Schoenfeld, A. H. (1992) Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, New York: Macmillan, pp. 334-369.
[5] Schoenfeld, A. H. (1988) When good teaching leads to bad results: The disasters of "well-taught" mathematics courses, Educational Psychologist, 23 (2), pp. 145-166.
[6] Nibbelink, W. H., Stockdale, S. R., Hoover, H. D., & Mangru, M. (1987) Problem solving in the elementary grades: Textbook practices and achievement trends over the past thirty years. Arithmetic Teacher, 35 (1): 34-37.
[7] Shields, D. J. (2005) Teachers have the power to alleviate math anxiety. Academic Exchange Quarterly, 9 (3), 326-330.
[8] Ozturk T. & Guven B. (2016). Evaluating Students’ Beliefs in Problem Solving Process: A Case Study. Karadeniz Technical University, TURKEY; Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12 (2), 411-429.
[9] NAE (2010) Ethiopian Baseline National Learning Assessment of Grades 10 & 12 Students. Addis Ababa: NOE/MOE
[10] Asfaw, E., Otore, D., Ayele, T., & Gebremariam, Z. (2009) Science and mathematics secondary education. An Option paper presented at the Technical Workshop on Science and Mathematics Secondary Education in Africa (SEIA) Follow-up Program, Tunis
[11] Atnafu, M. (2010) Relation between Tenth Grade Students’ Attitude and Components of Attitude in Algebra with Algebra Achievement of Addis Ababa Secondary Schools, International Journal for Mathematics Teaching and Learning, Ethiopia.
[12] Belachew, T. (2015) Students’ Beliefs In Mathematics Education: The Case of West Arsi Zone, Ethiopia (Doctoral dissertation, Addis Ababa University).
[13] Creswell, J. W. (2014) Research Design: Quantitative, Qualitative, Mixed Methods (4th ed.). Thousand Oaks, CA: Sage Publication.
[14] Hannula, M. S., Kaasila, R., Laine, A., & Pehkonen, E. (2005) The structure of student teacher’s view of mathematics at the beginning of their studies. In Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education. Sant Feliu de Guíxols, Spain–17-21 February (pp. 205-214).
[15] Leech, N. L., Barrett, K. C. & Morgan, G. A. (2005) SPSS for Intermediate Statistics; Use and Interpretation (2nd ed.). Lawrence Erlbaum Associates, Inc. New Jersey, London. Breiteig, T., Grevholm, B., & Kislenko, K. (2005) Beliefs and attitudes in mathematics teaching and learning. Vurdering i matematikk-Hvorfor og hvordan, 129-138.
[16] Zimmerman, B. J., and Campillo, M., (2003) Motivating Self-Regulated Problem Solvers, in Janet E. Davidson and Robert J. Sternberg (eds.), The Psychology of Problem Solving, New York: Cambridge University Press. Causapin, M. G. A. (2012) Mathematics self-efficacy and its relation to proficiency-promoting behavior and performance (Doctoral dissertation, Columbia University).
[17] Pintrich, P. R., & Schunk, D. H. (2002) Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
[18] Wigfield, A., & Cambria, J. (2010) Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30 (1), 1-35.
[19] Causapin M. G. A (2012). Mathematics Self-Efficacy and its Relation to Proficiency-Promoting Behavior and Performance. PhD dissertation, Graduate School of Arts and Sciences, Columbia University.
[20] Walter, S., & Dekker, D. (2011) Mother tongue instruction in Lubuagan: A case study from the Philippines. International Review of Education, 57 (5), 667-683.
[21] Ignacio, N. G., Blanco Nieto, L. J., & Barona, E. G. (2006) The affective domain in mathematics learning. International Electronic Journal of Mathematics Education, 1 (1), 16–32.
[22] Kislenko, K., Grevholm, B., & Breiteig, T. (2005). Beliefs and attitudes in mathematics teaching and learning. In I. M. Stedøy (Ed.), Vurdering i matematikk – Hvorfor og hvordan? Fra småskole til voksenopplæring. Nordisk konferanse i matematikkdidaktikk ved NTNU 15. og 16. (pp. 129-138). Trondheim: Nasjonal Senter for Matematikk i Opplæringen.
[23] Breiteig, T., Grevholm, B., & Kislenko, K. (2005) Beliefs and attitudes in mathematics teaching and learning. Vurdering i matematikk-Hvorfor og hvordan, 129-138.
[24] Lampert, M. (1990) When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27 (1), 29-63.
[25] Fennema, E. & Sherman, J. (1978) Sex-related differences in mathematics achievement and related factors: a further study. Journal for Research in Mathematics Education, 9 (3), 189-203.
Cite This Article
  • APA Style

    Mulugeta Atnafu Ayele, Tesfu Belachew Dadi. (2016). Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Education Journal, 5(4), 62-70. https://doi.org/10.11648/j.edu.20160504.14

    Copy | Download

    ACS Style

    Mulugeta Atnafu Ayele; Tesfu Belachew Dadi. Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Educ. J. 2016, 5(4), 62-70. doi: 10.11648/j.edu.20160504.14

    Copy | Download

    AMA Style

    Mulugeta Atnafu Ayele, Tesfu Belachew Dadi. Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Educ J. 2016;5(4):62-70. doi: 10.11648/j.edu.20160504.14

    Copy | Download

  • @article{10.11648/j.edu.20160504.14,
      author = {Mulugeta Atnafu Ayele and Tesfu Belachew Dadi},
      title = {Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia},
      journal = {Education Journal},
      volume = {5},
      number = {4},
      pages = {62-70},
      doi = {10.11648/j.edu.20160504.14},
      url = {https://doi.org/10.11648/j.edu.20160504.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160504.14},
      abstract = {Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.},
     year = {2016}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Students' Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia
    AU  - Mulugeta Atnafu Ayele
    AU  - Tesfu Belachew Dadi
    Y1  - 2016/06/30
    PY  - 2016
    N1  - https://doi.org/10.11648/j.edu.20160504.14
    DO  - 10.11648/j.edu.20160504.14
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 62
    EP  - 70
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20160504.14
    AB  - Currently, there is a strong political focus in Ethiopia on science, engineering, and mathematics. This to be efficient and practical strong mathematics knowledge, which is built through effective mathematics learning and problem solving, is momentous. For this in turn students’ beliefs about mathematics learning and problem solving play an important role; since students’ beliefs are vital forces in students’ mathematics learning and problem solving. Therefore, investigating students’ beliefs about mathematics learning and problem solving is essential in educational research. To address the problem quantitative approach using survey design was employed. The data was collected from four schools in West Arsi Zone using multistage sampling. The quantitative data obtained was analyzed using mean and independent samples t-test. Consequently, this study displayed that students’ beliefs about mathematics learning, and students’ beliefs about mathematics problem solving, were neutral; and there was statistically significant difference in students’ beliefs about mathematics learning and problem solving according to stream, and parents’ residence. However, even though the mean of students’ beliefs about mathematics learning and problem solving for male students was greater than that of female students, there was no statistically significant difference between male and female students in their beliefs about mathematics learning and problem solving.
    VL  - 5
    IS  - 4
    ER  - 

    Copy | Download

Author Information
  • Department of Science & Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia

  • Department of Mathematics, Medda Walabu University, Oromiya, Ethiopia

  • Sections