期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2014
卷号：6
期号：1
页码：45-50
出版社：IOJES
摘要：The purpose of this study was to identify the number of factors (mathematics self-concept, parents'level of education, home background, teaching, school climate and attitude) that represent relationships among setsof interrelated variables of students' attitudes on mathematics achievement. The study examined the contribution ofeach factor by explaining the variance of students' mathematics achievement and the total variance that could beexplained by the determined factors. An inferential analysis was conducted by sampling 321 respondents randomly ina survey design. Based on the Scree test and Eigenvalues, over one eight factors were retained. These factorsaccounted for 60.1 percent of the variance. The combination of items with loadings greater than 0.49 were consideredas separate factors. The results showed that seven of the eight factors under study totally accounted for approximatelyone fifth of the variance in mathematics achievement (20.7 percent). Mathematics self-concept, home background,teaching, and attitude explained 12.3%, 5.1%, 1.6% and 0.9% of the variance respectively. It is worth mentioningthat school climate did not enter in the equation. The findings are important for the South African educational systemsince changing self-concept and attitude of students towards mathematics and improving the teaching procedures inthe classroom are much easier to achieve than changing background factors affecting students' performance
