The Relationship between Algebraic Achievement and Attitude towards Algebra

Abstract

Algebra is commonly regarded as one of the most challenging topics in mathematics courses, resulting in nationwide learning difficulties. Achievement in algebra is a significant concern in Malaysia, particularly among secondary school students. Until today, as one of the primary educational objectives is to teach students to think mathematically and employ algebraic reasoning in real-world problem-solving contexts, the development of algebraic skills through mathematics education is crucial. The purpose of this study was to examine the relationship between the achievement and attitudes of Form Four students towards learning algebra. A correlational research design was used to collect quantitative data using a mathematics test with nineteen problems in four domains: variables, expressions, equations, and word problems. In addition, the students were given a survey regarding their attitudes towards algebra learning. A total of 200 Form Four students participated in the written test. The primary findings revealed that Form Four students' overall algebraic performance was below average at 49.30%. On average, female students performed marginally better than male students on the algebra test, achieving a score of 51.23 %. The results indicate that there were no significant differences in the algebraic achievement between female and male students. The findings demonstrated that students' attitudes towards algebra study have a substantial and positive effect on their algebraic performance. In addition, the study revealed a weakly positive relationship between algebraic achievement and attitude towards algebra learning. Therefore, educators and policymakers can prioritize creating effective algebra teaching strategies and fostering positive attitudes towards learning algebra among students. This will benefit both male and female students in developing a positive attitude towards the subject, leading to algebraic success and improvement of mathematics education.