Status of Beliefs in Mathematics Education Among Grade Twelve Students’ in Bale Zone, Ethiopia

Abstract

Studying the status of students’ beliefs in mathematics education and the rationales underlying their beliefs are paramount important in classroom practices of mathematics and course development. Accordingly, the general objective of this study was to investigate the status of students’ beliefs in mathematics education and the rationales underlying their beliefs. To address this objective explanatory sequential mixed method design was employed. Questionnaire, semi-structured interview and FGD were used to collect data from eight Preparatory Schools in Bale Zone. The quantitative data were analyzed mainly using mean, SD and frequency percentage. The qualitative data were analyzed using thematic narration. Consequently, this study found that an overall grade twelve students’ belief in mathematics education in Bale zone was neutral. The main reasons for their neutral belief in mathematics education were might be related with their family characteristics, weak previous mathematics background, poor English language proficiency, low encouragement from existed context and poor time management. To minimize these problems it is important that the concerned bodies, such as families, schools, teachers and education professionals to work together as a team to aware students role in being successful in mathematics, to build strong mathematics knowledge early in elementary stage, and to create association between mathematics learning with practical applications.

Keywords: Beliefs, Mathematics Education, Grade Twelve Students.

DOI: 10.7176/JEP/11-19-04

Publication date:July 31^st 2020