A Longitudinal Study in Mathematics Attitude |
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Abstract: | AbstractEducators have expressed concern about the relationship of mathematics attitude and mathematics achievement. The present investigation examined the relationships between mathematics attitude and mathematics achievement over a 6-year period from the late elementary to the late secondary school level. The subjects were 607 students from an above average socio-economic suburb of St. Paul, Minnesota. They were tested in the spring of 1960 with a mathematics attitude instrument and were retested in the spring of 1966. Measures of achievement in mathematics were available at both grade levels. Using a .05 level of significance the results showed a significant positive correlation between the elementary attitude scores and the secondary attitude scores. In addition significant positive correlations existed between all measures of attitude and achievement. |
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