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A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University
 Date Issued:
 2013
 Abstract/Description:
 The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newlyenrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of selfconfidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: selfconfidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: selfconfidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
Title:  A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University. 
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Name(s): 
Childs, Kristopher, Author Dixon, Juli, Committee Chair Hynes, Mike, Committee Member Haciomeroglu, Erhan, Committee Member Swan, Bonnie, Committee Member University of Central Florida, Degree Grantor 

Type of Resource:  text  
Date Issued:  2013  
Publisher:  University of Central Florida  
Language(s):  English  
Abstract/Description:  The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newlyenrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of selfconfidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: selfconfidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: selfconfidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.  
Identifier:  CFE0005316 (IID), ucf:50514 (fedora)  
Note(s): 
20131201 Ph.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. 

Subject(s):  Mathematics  Education  African American  Historically Black College/niversity (HBCU)  Attitudes  Achievement  Students  Parents  Attitudes Towards Mathematics Inventory (ATMI)  
Persistent Link to This Record:  http://purl.flvc.org/ucf/fd/CFE0005316  
Restrictions on Access:  public 20140615  
Host Institution:  UCF 