Browsing by Author "Kessy, Maryrose Lyimo"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Pupils’ conceptual tempo, attitudes towards mathematics and self-esteem vis -a-vis performance in mathematics
    (University of Dar es Salaam, 2010) Kessy, Maryrose Lyimo
    This study intended to find out how Pupils’ Conceptual Tempo, Attitude towards mathematics and Self-esteem relate with performance in mathematics. The study was conducted in Morogoro rural District where twelve primary schools six high achiever and six low achievers were strategically selected. A sample of 298 standard seven pupils and 20 teachers who teach mathematics was used. The pupils responded to three different scales of data collections namely, Impulsive-Reflective Inventory Scale (IRIS), The Survey of Attitude towards Mathematics (SATM) and Self- Esteem Inventory Scale (SEIS). Focused Group Discussion (FGD) and standard four examination results was used to represent pupils mathematics performance. The findings indicated that there was no significant relationship with regard to conceptual tempo and self-esteem on mathematics and its performance. It was found that pupils with positive attitude towards mathematics performed much better in mathematics than students with negative attitude towards mathematics. Thus, the results indicated a significant but moderate correlation between pupils’ attitude towards mathematics and their performance. It was concluded that the association between attitude and performance in mathematics did not mean causation, but rather simultaneous occurrence of the two variables. Similarly, any association between conceptual tempo and self-esteem with performance in mathematics could be a result of chance or other extraneous variables. It was recommended that teachers, parents and other stakeholders should develop programs aiming at improving attitudes towards mathematics to both teachers and pupils, so as to improve the pupils’ performance in mathematics.