Attitude towards mathematics plays a crucial role in the teaching and learning processes of mathematics. It effects students’ achievement in mathematics. The teaching method, the support of the structure of the school, the family and students’ attitude towards school affect the attitudes towards mathematics. The aim of the study is to analyze the students’ attitude, confidence, and usefulness towards mathematics. It also measures teacher perception and male domain in mathematics.
The study includes methods and procedures, analysis and interpretation of data and some important conclusions.
This study is based on a survey of high school students (N=685) both male and female of 10th grade selected conveniently from 10 private and public sector schools students about their attitudes towards mathematics. The methodology is based on Fennema-Sherman Mathematics Attitude Scale which is based on five point Likert scale.
The results of this study indicate that there is no significant difference in confidence of male and female students towards mathematics at secondary level. The t-values (1.091) for usefulness of mathematics, (4.497) for mathematics as male domain and (2.298) for perception about mathematics teachers are not significant at P < 0.05 level of significance. The null hypotheses that there is no significant difference in male and female students about the usefulness of mathematics, mathematics as male domain and mathematics teachers perception at secondary school level are, therefore, accepted. Furthermore the mean score values indicated that there is no such difference in male and female students on the above indicated variables. The t-value (2.3) for total attitude mean scores indicates that there is no significant difference between the total mean scores of male and female students towards mathematics; therefore, the null hypothesis that “there is no significant effect of gender on students’ attitude towards mathematics at secondary school level” is accepted at 0.05 level of significance. It means that gender differential has no impact on the attitude of students towards mathematics in Pakistan.