1

VIKRAM UNIVERSITY,UJJAIN

DISSERTATION
B.Ed-M.Ed(Integrated)

TOPIC: Mathematics interest of the higher

secondary students in relation to academic
achievement

GUIDED BY SUBMITTED BY
Mrs Ragini Shrivastava Shraddha Vyas
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Declaration of Originality

This thesis contains no material which has been

accepted for a degree or diploma by the University
or any other institution, except by way of
background information and duly acknowledged in
the thesis, and to the best of my knowledge and
belief no material previously published or written
by another person except where due
acknowledgement is made in the text of the thesis,
nor does the thesis contain any material that
infringes copyright.

Signed Shraddha Vyas 30/07/2022

 3

Abstract

Student’s achievement in a particular subject

depends on his/her interest in that particular subject.
This present study is to find out to what extent
Mathematical Interest of Higher Secondary first
year students is related to their achievement in
Mathematics. The investigator adopted normative
survey method for the study. Stratified random
sampling technique was used to collect 100 samples
of first year Higher Secondary students of both
Government and Aided Higher Secondary Schools
in the central coastal area of Kerala. The statistical
techniques Pearson’s Product - Moment Correlation
analysis employed. Key words: Achievement in
Mathematics, Mathematical Interest, Higher
Secondary first year students, Coastal Area The
various objectives of higher secondary education
are to promote national interest, common
brotherhood, democratic values, common cultural
heritage, to impart specialized knowledge, skills
 4

and attitudes, to develop scientific temper and

humanism, to make them independent, self-reliant,
duty bound and responsible citizens so that they will
become good citizens and involve themselves in the
country’s various developmental and constructive
activities.
Overall, the present study of concluded that, there
is a significant difference in interest in Mathematics
and academic achievement of high school level
students in respect of their type of management.
Moreover, the students should train and exposed to
various problem-solving skills as a supportive
technique to reinforce the learning of the subject
mathematics. So as to bring about a better teaching
and learning process in the classroom. Hence it is
suggested from the findings that interest in
Mathematics and academic achievement of high
school level students should be motivated and made
genius in the schools for success of the effective
classroom.
 5

Acknowledgements

I offer my extreme gratitude and praise to my GOD who

enabled me to complete this journey. He has made the
impossible to possible. All the glory to Him. A big thank
you to my husband for everything he has done to
complete this dissertation. It would have been difficult to
travel this journey without your support, for his support
and encouragement through the dissertation. A special
thanks to you for the technical help you have given
during the final stages of the dissertation.
I would like to express my special thanks of gratitude to
my teacher (Mrs Ragini Shrivastava) as well as our
principal (Dr.Surekha Jain) who gave me the golden
opportunity to do this wonderful project on the topic
(Mathematics interest of the higher secondary students in
relation to academic achievement ).Which also helped
me in doing a lot of Research and I came to know about
so many new things I am very thankful to them.
Secondly, I would also like to thank my parents and
friends who helped me a lot in finalizing this project
within the limited time frame.
 6

Acronyms

• Council for the Indian School Certificate

Examinations
• CBSE - Central Board of Secondary Education
• NIOS - National Institute of Open Schooling
• FSMAS - Fennema-Sherman Attitudes Scales
• PISA - The Programme for CISCE International
Student Assessment
• PAQ - Parental Authority Questionnaire
• OCED - Organisation for Economic Co-operation
and Development
• LSAY - Longitudinal Study of American Youth
• NAEP - National Assessment of Educational
Progress
• VCE - Victorian Certificate of Education
• TOSRA - Test of Science Related Attitudes
• AMOS - Analysis of Moment Structures
• CFI - Comparative fit index
• GFI - Goodness-of-fit index
• IFI - Incremental fit index
• RMSEA - Root mean squared error of
approximation
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Abbreviations

sattitude - students’ report of their general attitude

towards maths and success in mathematics
susefulness - students’ report of usefulness of
mathematics
sconfidence - students’ report of confidence in
mathematics
sanxiety - students’ report of their mathematics
anxiety
smotivation - students’ report of their motivation
sparentattitude - students’ report of their parents’ attitude
towards maths and child’s maths study
sparentbeh - students’ report of their parents’
behaviours in child’s maths learning
sparsty - students’ report of their parents’ parenting
style
pparentbeh - parents’ report of their behaviours in
child’s maths learning
panxiety - parents’ report of their mathematics
anxiety
pexpectation - parents’ report of their expectation of
child’s mathematics learning and future
education
pattitude - parents’ report of their own attitudes to
maths and child’s maths study
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Contents
Abstract 2
Acknowledgements 4
Acronyms 5
Abbreviations
6

Chapter 1 INTRODUCTION 10

1.1 preamble 13
1.2 Conceptual Framework of the study
1.2.1 Conceptual Model
1.2.2 Research Site
1 .3 Mathematics Anxiety 1
1.4 Attitude towards Mathematics 1
1.5 Parental Involvement 22
1.6 Method
1.7 Significance of the study
1.8 Limitation of the study 31
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Chapter-2 Literature Review

2.1 Introduction
2.2 Methodology
2.2.1 Research Design
2.2.2 Sample
2.2.3 Data Collection
2.3 Data Analysis
2.3.1 Hypothesis Testing
2.4 Discussion of results
Chapter 3 Relationship between
Mathematical Interest and 33
Achievement in Mathematics
of Higher Secondary Students
3.1 Introduction
3.2 Higher Secondary Education
3.3 Mathematical Interest
3.4 Achievement in Mathematics
3.5 Analysis and interpretation
Chapter 4 Need for Mathematics Education
4.1 Introduction
4.2 Need and Significance of the study
4.3 Scope of the study
4.4 Objective of the study 47
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4.5 Hypotheses of the study 48

4.6 Tools of the study 49
4.7 Administration of the Tool 50
4.8 Statistical Techniques used 51
4.9 Data Analysis 52
4.10 Implication of the study 59
4.11 Aims and Scope

Chapter-5 Importance of Mathematics

5.1 Introduction
5.2 Mathematics in our everyday of life
5.3 How is mathematics essential in our daily lives?
5.4 Uses of mathematics
5.5 The Importance of Mathematics to Individuals
5.6 The Importance of Mathematics to Society
5.6.1 The Importance of Mathematics in Scientific studies
5.6.2 The Importance of Mathematics in development of social
values
5.6.3The Importance of Mathematics in Cultural Development

Achievement test in Mathematics 88

Interview Schedule for students 100

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For parents 102

Conclusion 104

Reference 105
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CHAPTER 1. INTRODUCTON

1.1 Preamble

Mathematics is a key science for the future, through both

its fundamental development and its enabling role for
science, engineering and technology. Education is a
process of human enlightenment and empowerment for
the achievement of a better quality of life that leads to
develop harmonious personality and involves all aspects
of intellectual, religious, moral and physical of the
personality of the Person. Schools are always transitional
institutions. They prepare pupils for education or for
occupation or for family life and so on.
Mathematics in the real sense is a science of space and
quantity that helps in solving the problems of life
needing numeration and calculation. Mathematics
provides opportunities for the intellectual gymnastic of
the man’s inherent powers. Teaching of Mathematics
essentially helps the students in acquiring essential
mathematics knowledge, skills, interests and attitudes.
Academic achievement has become an index of child’s
future in this highly competitive world. Academic
achievement has been one of the most important goals of
the educational process Achievement encompasses
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student ability and performance. It is multidimensional

and intricately related to human growth and cognitive,
emotional, social, and physical development also,

reflects the whole child and not related to a single

instance, but occurs across time and levels, through a
student’s life. Mathematics is not enough to impart
theoretical learning; that learning must be put into
practice.

True learning is that which affects behaviour and

whereby the learner makes practical use of his
knowledge In India the quality improvement of
mathematics education is the greater need of today the
quality of education can be measured through
achievement Mathematics interest is a complex
behavioural aspect of mathematics. It has so many
characteristics and it can be attributed to as many
situations as we discuss in mathematics education. The
key strategy of mathematics teaching should focus on
keeping the student interest on mathematics If the
students are interested in learning mathematics that
should be helpful their academic achievement and also
teacher tasks becomes easier. The importance of interest
in mathematics cannot be overestimated. We are living
 14

in a very important time in human history, where people

are witnessing more and more advertisements and

persuasive communications than ever before.

Mathematics Interest is a key interest of psychologists,
advertisers, and more to understand what makes people
change their beliefs or opinions. The Literature review of
studies conducted on interest in mathematics studied the
influence of learning style, intelligence and classroom
climate on process outcomes in mathematics (Aruna et al
2004) .Another author attempted to determine whether or
not any relationship exists between mathematics problem
performance and field dependentindependent learning
style, logical reasoning ability, mental capacity, age,
gender and academic level and compared the problem
solving strategies employed by advanced notices and
experts in mathematics (Edward 2012).Some other
author conducted a study on “Teacher-Student
Relationships, Sense of Belonging, Academic Self-
Concept and Academic
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1.2 Conceptual framework of the

study

Many researchers have studied factors affecting

mathematics learning and performance of students
(Beaton & O’Dwyer, 2002; Kifer, 2002; Ma & Klinger,
2000; Papanastasiou, 2002; Reynolds & Walberg, 1991).
Among factors that have been studied extensively in
relation to mathematics learning and achievement are
mathematics anxiety (Cates & Rhymer, 2003; Ma & Xu,
2004b; Zakaria & Nordin, 2008); attitude towards
mathematics (K. C. Cheung, 1988; Hannula, 2002);
mathematics self-efficacy (Pietsch, Walker, & Chapman,
2003; Williams & Williams, 2010); teachers (Beverley,
2002; Hill & Rowe, 1998); peers (Berndt & Keefe, 1995;
Wentzel, 1999); gender (Gray, 1996; Kenney-Benson,
Pomerantz, Ryan, & Patrick, 2006); and parental
involvement (Levpuscek & Zupancic, 2009; Vukovic,
Roberts, & Wright, 2013; Yan & Lin, 2005).

The personal
experiences of the researcher as a student, mother and a
mathematics teacher have influenced her in the selection
of the three variables, mathematics anxiety, attitude
towards mathematics, and parental involvement, for the
study.
 16

The variables of interest were selected after reviewing

the literature on mathematics achievement of students, in
particular secondary school students.
Mathematics achievement was, for this study, defined as
the level of attainment in any or all mathematical skills
operationalised by performance on a test.
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1.2.1 Conceptual model

A conceptual model was built based on research findings
discussed in the earlier sections. The model included the
variables; mathematics anxiety, attitude towards
mathematics, and parental involvement. These variables
were hypothesised to influence mathematics
achievement among secondary school students as shown
in following Figure. The study also investigated the
inter-relationships among the variables and the influence
of gender on these variables The model shown in Figure,
shows the ways in which the variables under the study
interact based on the literature. Mathematics
achievement appears to be influenced by mathematics
anxiety, attitude towards mathematics, parental
involvement and gender. Attitude towards mathematics
and mathematics anxiety appear to be closely related and
are influenced by parental involvement, and gender. In
addition, parental involvement appears to be influenced
by gender.
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Figure. Conceptual model for the study showing the

hypothesised relationship between the variables
 19

The major research questions that framed the study were

based on the conceptual model. They were:
1. How does parental involvement in learning influence
mathematics achievement of secondary school students
in India?
2. How does attitude towards mathematics influence
mathematics achievement of secondary school students
in India?
3. How does mathematics anxiety influence mathematics
achievement of secondary school students in India?
4. How do parental involvement, attitude towards
mathematics and mathematics anxiety interact to
influence the mathematics achievement of secondary
school students in India?
5. Are there gender differences in relation to any of these
variables and/or their relationships?
 20

1.2.2 Research site

As a consequence of industrialisation, more skilled
workers are required in industries and organisations to
replace manual labourers in India. The technological
growth happening in India also requires a highly skilled
population (Levy & Murnane, 2004). Higher levels of
education are, therefore, required from its citizens, and
students’ educational achievement has become an
important factor in deciding one’s future and self-worth
in Indian society.

Consequently Indian parents and students attach more

importance to academic work than to extra-curricular
activities (Verma, 1998). Indian parents, as in many
other Asian cultures, pressure their children to excel in
their academic studies (Nisbitt, 2003). The researcher
selected this site for the project to understand how the
selected variables impact the mathematics achievement
of secondary school students in the present Indian
context. The education system prevalent in the particular
Indian state in which the school that was the site of the
study is located is outlined in the next section.
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1.3 Mathematics anxiety

Mathematics anxiety has been regarded as the feelings of
fear or tension in situations involving mathematics
problem solving or any mathematics-related activities
(Ashcraft, 2002; Ma & Xu, 2004b). Dreger and Aiken
(1957, p. 344) defined mathematics anxiety as the “the
presence of a syndrome of emotional reactions to
arithmetic and mathematics”. Mathematics anxiety was
defined by Bandalos, Yates, and Thorndike-Christ
(1995) as a combination of test anxiety, thoughts of
failure, low self-confidence, and a negative outlook on
the learning of mathematics.
For the purpose of this study,
mathematics anxiety was defined as students’ negative
emotional reactions to mathematical concepts and testing
situations (F. C. Richardson & Woolfolk, 1980).
Mathematics anxiety has been identified at all levels of
schooling from lower primary to tertiary years (Ma &
Kishor, 1997) and has been found to influence the
mathematics achievement of students. A small negative
association has been observed between mathematics
anxiety and achievement consistently over several
decades (Eccles & Jacobs, 1986; Hembree, 1990; Ma,
1999; Woodard, 2004). Zakaria and Nordin (2008) also
found that pre-tertiary students with high mathematics
 22

anxiety scored significantly lower in achievement than

less anxious students.

In a similar vein, Quilter and Harper (1988) found that

highly mathematically anxious adults scored lower in
mathematics than those with low mathematics anxiety.
Mathematics anxiety also affects the career options of
individuals both by negatively influencing their
mathematical attainment and their inclination to pursue
mathematically dependent options. An individual’s level
of attainment in mathematics at the secondary and
university levels affects a student’s range of career
options (Lent, Lopez, & Bieschke, 1993). Students with
high mathematics anxiety are more likely to avoid
mathematics-related activities, courses or majors,
(Ashcraft, 2002; Ashcraft & Kirk, 2001; Betz, 1978;
Hackett, 1985; Zettle & Houghton, 1998), thereby
limiting their career options.
 23

1.4 Attitude towards

mathematics
According to Aiken (1970), an attitude is an individual’s
learned predisposition to respond in a positive or
negative way to an object, concept, situation, or another
individual. Somewhat similarly, McLeod (1992) defined
the term attitude as the “affective responses that involve
positive or negative feelings of moderate intensity and
reasonable stability” (p. 581). Generally, attitude
towards mathematics refers to individuals’ beliefs and
feelings about mathematics (Kulum, 1980; Leder, 1987).
Attitude towards mathematics has been defined as a
negative or positive emotional disposition towards
mathematics (McLeod, 1992; Zan & Martino, 2007).

The above definitions of the construct encompass the

emotional side of an individual’s reaction to a situation,
object or a subject of study. Accordingly, for the purpose
of this study, attitude towards mathematics was defined
as a combined measure of like or dislike towards
mathematics, an inclination to engage in or avoid
activities in mathematics, a belief that one is good or bad
at mathematics, and a belief about the usefulness of
 24

mathematics as described by Ashcraft (2002) and Ma and

Kishor (1997).
Generally, a strong relationship has been assumed
between students’ positive attitude towards mathematics
and achievement in the subject (Ma & Kishor, 1997;
Nicolaidou & Philippou, 2003). Teachers and educators
believe that students learn and achieve betterAccording
to Aiken (1970), an attitude is an individual’s learned
predisposition to respond in a positive or negative way to
an object, concept, situation, or another individual.
Somewhat similarly, McLeod (1992) defined the term
attitude as the “affective responses that involve positive
or negative feelings of moderate intensity and reasonable
stability” (p. 581).

Generally, attitude towards mathematics refers to

individuals’ beliefs and feelings about mathematics
(Kulum, 1980; Leder, 1987). Attitude towards
mathematics has been defined as a negative or positive
emotional disposition towards mathematics (McLeod,
1992; Zan & Martino, 2007). The above definitions of
the construct encompass the emotional side of an
individual’s reaction to a situation, object or a subject of
study. Accordingly, for the purpose of this study, attitude
towards mathematics was defined as a combined
measure of like or dislike towards mathematics, an
inclination to engage in or avoid activities in
 25

mathematics, a belief that one is good or bad at

mathematics, and a belief about the usefulness of

mathematics as described by Ashcraft (2002) and Ma and

Kishor (1997). Generally, a strong relationship has been
assumed between students’ positive attitude towards
mathematics and achievement in the subject (Ma &
Kishor, 1997; Nicolaidou & Philippou, 2003).
Teachers and
educators believe that students learn and achieve better
if they have interest in mathematics and a liking for the
subject (Suydam & Weaver, 1975). Nevertheless,
researchers have reported varying findings about the
relationship. For example, some researchers have found
weak relationships (Deighan, 1970; Wolf & Blixt, 1981),
others have found relationships that are statistically
significant, but not strong (Hammouri, 2004; Ma &
Kishor, 1997), yet others have found no significant
relationship between attitude towards mathematics and
mathematics achievement.
 26

1.5 Parental involvement

In general, parental involvement is referred to as the
participation of parents in the education of children to
enhance their social and academic achievement (Fishel
& Raimirez, 2005). Because parental involvement
encompasses various parental practices and behaviours,
most researchers regard the construct as multi-
dimensional (Brown, 1994; Epstein, 1995). Multi-
dimensional definitions of parental involvement include
helping with homework or supervising homework,
volunteering or attending school events (Epstein, 1987,
1991), encouragement of academic success, having high
expectations for achievement (Hoover-Dempsey &
Sandler, 1995, 1997), and parent-child communication
(McNeal Jr, 1999). In keeping with these definitions, for
the purpose of the study, parental involvement has been
defined as parental participation in school-related
activities (such as monitoring of home study and
attending parent-teacher interviews), parental
encouragement of academic success, and parental
expectations of educational attainment (Chen &
Gregory, 2010) and parenting style.
 27

Depending on the way the construct parental

involvement has been operationalised and the outcomes
measured, the findings about the influence of parental
involvement on students’ academic achievement have
been varied (Catsambis, 2001; W. Fan & William, 2010).
The support of knowledgeable, involving, and supportive
parents has been found to improve the academic
performance and behaviours of their children(Epstein,
1992). Researchers have found a positive association
between parental expectation and students’ academic
achievement in general (X. Fan, 2001; Griffith, 1998;
Hubbard, 1999). McNeal Jr (1999) found that
communication between parent and child was associated
with higher achievement in science. On the other hand,
parent participation in parent-teacher association
meetings was found to be negatively related to science
achievement (McNeal Jr, 1999).
When considering
achievement in mathematics the findings regarding
parent-child communication, or parental expectation
seem also to apply. For example, researchers have found
that home-based parental involvement (e.g.,
communication between parent-child, parental
expectation of success, encouragement of mathematics
learning) facilitates mathematics achievement of
elementary school students
 28

(Fantuzzo, King, & Heller, 1992; Jeynes, 2007; C. Nye,

Turner, & Schwartz, 2007). Parenting style covers the
totality of the emotional feeling in a parent-child
relationship and is considered as a global construct
(Darling & Steinberg, 1993).

Baumrind (1971, 1978, 1991) suggested three main

parental classifications: permissive, authoritative, and
authoritarian. According to Baumrind (1978), permissive
parents are non-controlling, moderately responsive to
child’s needs, and use minimum punishment.
Authoritative parents, are reasonably controlling,
affectionate, responsive, and they encourage autonomy
(Baumrind, 1978). On the other hand, authoritarian
parents are demanding, non-responsive, and exhibit high
levels of control (Baumrind, 1978).

A number of studies have found a positive relationship

between authoritative parenting and academic
performance of students (Baumrind, 1978; Reitman,
Rhode, Hupp, & Altobello, 2002; Steinberg, Elmen, &
Mounts, 1989). The studies reviewed above have shown
that mathematics anxiety, attitude towards mathematics
and parental involvement influence mathematics
achievement of students in all levels of schooling.
Gender was also found to influence the above-mentioned
 29

factors and the inter-relationship among them. The

influence of gender on the selected factors and their
relationships is discussed in detail in above.

In previous research studies, these factors have been

studied in pairs to understand their interaction with each
other, and they have each been studied individually to
understand their influence on mathematics achievement.
Very few studies have been found to investigate the
influence of mathematics anxiety, attitude towards
mathematics and parental involvement on mathematics
achievement together in a single research study. Also not
much has been done to study the effect of these factors
on achievement in mathematics, particularly among
secondary school students in India.

This study investigated the influence of mathematics

anxiety, attitude towards mathematics and parental
involvement on mathematics achievement of secondary
school students in India. Further, the researcher’s
experience as a secondary school teacher in India
 30

impacted her in choosing these variables in the present

study.
 31

1.6 Method
Method The study employed a mixed method research
design involving both quantitative and qualitative
approaches as described by Creswell and Clark (2007).
The mixed method approach was chosen for the study
because that design lends itself to the investigation of a
complex phenomenon such as considered in this study
involving factors relating to school and home. Mixed
methods studies can maximise understanding and
facilitate interpretation of results.

In this approach, the researcher collects information both

in numeric forms using, for example, questionnaires
requiring responses on Likert scales, and text forms (e.g.,
using interviews) so that in the final form, the data
comprise both qualitative and quantitative information
(Creswell & Clark, 2007). The mixed methods approach
enables the researcher to study the research problem
from different perspectives to get a better understanding
of the phenomenon under study (Thurmond, 2001).
Since the researcher uses more than one approach, it
provides a stronger platform than other designs for
conclusions (Yin, 2006). Though the study employed a
mixed method
 32

approach, qualitative data was used to complement the

quantitative data. In this study more emphasis was given
to quantitative data. The results of the qualitative data
were used to complement the quantitative findings of the
study wherever possible The instruments used for
collecting quantitative data included a student
questionnaire, an achievement test in mathematics, and a
parent questionnaire adapted from the Shortened Form
of Fennema-Sherman Attitudes Scales (Mulhern & Rae,
1998), the Programme for International Student
Assessment (PISA) (PISA, 2009), and the Parental
Authority Questionnaire (PAQ) (Buri, 1991). Interviews
were used to collect qualitative data from students and
parents.
 33

1.7 Significance of the study

The study has both theoretical and practical implications
for the field of mathematics education for secondary
school students. The theoretical contribution is in
bringing together the three distinct research areas of
parental involvement, mathematics anxiety, and attitude
towards mathematics, providing new insights and
suggesting an agenda for further research in the field.

Practically, the relationships found from the study have

potential to improve secondary school mathematics
teaching and learning. The findings may add to the
understanding of the effect of parental involvement,
students’ mathematics anxiety, and attitude towards
mathematics-on-mathematics achievement, and
reinforce the importance of parental involvement in
mathematics achievement of secondary school students
while providing insights into aspects of this involvement
that are helpful. The findings may assist parents to help
their children to become more confident and optimistic
in their mathematics learning and help them to have a
positive sense of their
 34

ability in mathematics. Teachers may use the results of

the study to change their teaching methods and strategies
for the benefit of students.

Education policy makers can formulate new policies in

the secondary school sector based on the findings of this
study. Ultimately, the study can help secondary school
students to improve their mathematical skills to achieve
their academic potential.

Importantly, little research has been done in India on

these variables and the findings from the research studies
conducted mainly in the western countries may not apply
in the Indian context. Thus this study adds to the
knowledge of these variables in Indian context.
 35

1.8 Limitations of the study

The study was limited by a relatively small sample size

of 135 students and 118 parents. It was conducted
among students and parents from only one urban private
school in South India. The interpretation of the results
beyond the context should, therefore, be made with
caution. The study was also limited in its capacity to
explain causal relationship between the variables
because of its cross-sectional nature.
 36

CHAPTER 2 LITERATURE
REVIEW

2.1 Introduction

Achievement in mathematics has been for the past

several decades a topic of investigation for researchers
around the world concerned with improving the quality
of mathematics education. Mathematics achievement of
students in the high school years has been found to be
significant to success in tertiary mathematics and
performance in other science subjects, as well as
contributing to better career options and quality of life
(Barry & Chapman, 2007; Halpern et al., 2007; Murrane,
Willett, & Levy, 1995; Wilson & MacGillivray, 2007).
There is, however, increasing concern about levels of
student mathematics achievement and quality of
mathematics education globally (Martin, Mullis,
Gregory, Hoyle, & Shen, 2000). Substantial evidence
shows that there is a decline in the number of students
selecting sciences and mathematics in Years 11 and 12,
in Australia as well as in many OECD (Organisation for
Economic Co-operation and Development) countries
(Department of Education, Science and Training, 2006;
Fullarton, Walker, Ainley, & Hillman, 2003; OECD
 37

Global Science Forum, 2006; Osborne & Collins, 2001).

India is not an exception. In particular, a large number of
students in India drop out of school even before they
reach secondary level (Ramanujam, 2012). It has been
reported that in India, the number of graduates selecting
mathematics-related careers has been declining, in spite
of the importance of mathematics in today’s scientific
world (Mishra, 2011). Studies have identified several
factors influencing mathematics achievement during the
school years. These include mathematics self-concept
(Abu-Hilal, 2000; Wang, 2007); mathematics anxiety
(Ashcraft, 2002; Hembree, 1990; Ma & Xu, 2004a);
attitudes
 38

2.2 METHODOLOGY

2.2.1 Research Design

The present study attempts to find out the Interest in

mathematics and academic achievement of high school
students. Since the problem is concerned with "Survey"
type, the investigator has selected the normative survey
method for conducting the study.
 39

2.2.2 Sample

Nine schools are selected through Stratified random

sampling technique. The sample for the present study
consisted of 300 high school students in Chennai
District. The students of both sexes coming from both
rural and urban areas were included in the study Tools
used in the Study:

The data are essential for carrying out research

investigation. The data are collected with the help of the
special apparatus called as tools. The success of a
research must be received by selecting a proper tool for
the research. So, that the investigator used the following
tool. Such as 1) Interest in mathematics 2) Academic

Achievement Inventory Description of the inventory:

Interest in Mathematics tool was designed by
L.M.DUBEY.Academic Achievement tool is
constructed and standardized by a researcher Scoring
 40

procedure: (I) Interest in mathematics tool consists of as

many as 40 statements. Each statement has two
responses i.e. ‘YES’ or ‘NO’. The maximum score for
this scale is 80 and 40 is the minimum score. (II)
Academic achievement tool consist of as many as 30
statements. Each statement has multiple choices. The
maximum score for this scale is 30 and 0 is the minimum
score There is no time limit to complete the research.
 41

2.2.3 Data Collection

In Chennai district, the investigator selected three

government schools, three government aided schools and
three selffinanced schools using stratified random
sampling technique. A set of management students from
each school was selected in a random manner. Thus the
researcher used stratified random sampling technique for
collection of data from the vast area of Chennai district.
 42

2.3 DATA ANALYSIS

The data of the present study collected from 300 high

school students have been analysed using the following
statistical techniques;
• Percentage Analysis
• Descriptive Analysis
• Differential Analysis

All objectives and hypotheses formulated in this study

were tested and testing of hypotheses was used on the
result obtained through analysis of the data using the
statistical procedure and the level of significance for
rejection or acceptance of the null hypothesis has to be
decided in advance. In the present study, only 5% level
of significance has been taken into account.

Objective test conduct the level of interest in

mathematics of high school students in respect of their
gender. That 21.1% of the male students have low level,
71.8% of them average level and 7.1% of them have high
level of interest in mathematics and 22.3% of the female
 43

students have low level, 66.9% of them average level and

10.8% of them have high level of interest in mathematics
.The level of interest in mathematics of high school
students in respect of their type of management It is
inferred that 23.5% of the government school students
have low level, 61.2% of them average level and 15.3%
of them have high level of interest in mathematics and
17.8% of the government aided school students have low
level, 63.6% of them average level and 18.6% of them
have high level of interest in mathematics and 14.4% of
the matriculation school students have low level, 61.9%
of them average level and 23.7% of them have high level
of interest in mathematics. The level of interest in
mathematics of high school students in respect of their
locality of school.

The level of academic achievement in mathematics of

high school students in respect of their locality of school.
It is inferred that 17.6% of the rural area school students
have low level, 59.2% of them average level and 23.2%
of them have high level of academic achievement in
mathematics and 17.1% of the urban area school students
have low level, 61.1% of them average level and 21.8%
of them have high level of academic achievement in
mathematics.
 44

2.3.1 Hypothesis Testing

Difference between male and female students of high

school level in respect of their interest in Mathematics.
Found that the calculated’ value 1.373 is less than the
table value 1.96 at 0.05. And their achievement in
mathematics that the calculated’ value 1.632 is less than
the table value 1.96 at 0.05. Level of significant Hence it
is found that, there is no significant difference between
male and female students of high school level in respect
of their interest and their achievement in Mathematics
and therefore the null hypothesis is accepted.

Difference between government and government aided

school students of high school level in respect of their
interest in Mathematics. Found that the calculated’ value
0.105 is less than the table value 1.96 at 0.05. And their
achievement in mathematics that the calculated’ value
0.238 is less than the table value 1.96 at 0.05. Level of
significant Hence it is found that, there is no significant
difference between government and government aided
school students of high school level in respect of their
interest and their achievement in Mathematics and
therefore the null hypothesis is accepted.
 45

2.4 DISCUSSION OF RESULTS

The objective to determine the relationship between the

scores of boys and girls on interest and scholastic
achievement, and to predict the scholastic achievement
of boys and girl students by taking a sample of 689
students of class Xth and found that in case of girls there
existed a low and positive relationship between
scholastic achievement of mathematics; the regression
equation for prediction of scholastic achievement
indicates that about 23% of variance of scholastic
achievement in life science explained jointly by interest
and social disadvantaged group. Compare with the above
study the same result was found. There is a relationship
between interest in Mathematics and academic
achievement of high school level students.

(1) The students from schools with enriched environment

had significantly better academic achievement than the
students from poor school environments.
 46

(2) The students who were high approval seekers had

significantly greater achievement than the students who
were low approval seekers.

(3) Academic achievement of students of the urban

schools was significantly higher than that of students of
the rural schools.
 47

Chapter 3

Relationship between Mathematical Interest

and Achievement in Mathematics of Higher
Secondary Students

3.1 Introduction

According to Education Commission (1964-66)

Mathematics curriculum needs to be modernized
stressing and brought up to date at all stages with
emphasis on laws and principles of Mathematics and
logical thinking. In this regard according to National
Policy on Education (1986) Mathematics should be the
means to develop children for thinking analytically with
consciousness and reasoning.
Education Commission advocates that mathematics
is an important subject. Mathematics is a wide ranging
 48

and all parading branch of learning. No other branch can

ever do without making use of it in one form or the other.

In order to accomplish the objectives of teaching

mathematics curriculum of the subject should be
comprehensive, text books should be up to date and
teaching methods should be innovative. There should be
co-ordination among curriculum, text books and
teaching methods to achieve the objectives of teaching
mathematics.
 49

3.2 Higher Secondary Education

In our education system Higher Secondary stage

occupies a very important place in one’s life as it links
basic education and university level education where
specialised study is carried out. Academic and vocational
streams are given importance at Higher Secondary stage
and various objectives are laid down as promotion of
human values, democratic secular values and cultural
heritage, inculcation of scientific temper, prepare them
to make decision on future course of action on
educational and vocational choices.
Education provided at
Higher Secondary level is very important as it decides
their career and future life. All individual students are
unique and cannot be compared one student with another
one. Individualised instruction is recommended and
variety of methods are employed to catch the students’
attention in the classroom. Students are different in their
interests, attitude and aptitude.
 50

One’s achievement in a particular subject depends on

his/her interest in that subject. Parents and Teacher can
guide the students to pursue the suitable course only if
they understand the subjects in which students are
interested. The investigator focussed on to find out how
Mathematical Interest related to achievement in
Mathematics Higher secondary education is one of the
important stages in the process of education system in
India because it is acts as a link between secondary and
higher education at university level
 51

3.3 Mathematical Interest

Students’ interest in one area/field is directly proportion

to the achievement in that area/field so as mathematical
interest and achievement in Mathematics.According to
McDougal, ‘taking interest’ means the bearing of a
condition on subject. If a person takes ‘interest’ in a
subject, then he would centralize himself in it despite
being tired.”Students’ interest in one field is directly
proportional to the achievement in that field so as
mathematical interest and achievement in Mathematics.
Any activity of an individual and gravity of involvement
in a particular learning activity depends on one’s interest.

Behaviour of the students in the Mathematics class and

their total involvement and participation in the learning
process are closely associated with their mathematical
interest.All individuals are unique and diverse in nature
 52

as also their interest in specific areas such as

Mathematics, Physics, Chemistry, Biology etc.

The mathematical interest can be assessed with six items

such as I am interested in mathematics, I like to read
books and solve brainteasers related to mathematics,
Doing mathematics is one of my favourite activities, I
often find the things we deal with in mathematics really
exciting After a math class, I am often curious about what
we are going to do in the next lesson, I would like to find
out much more about some of the things we deal with in
our mathematics class.
 53

3.4 Achievement in Mathematics

Overall development of students is possible only

when education system takes care of three domains of
Bloom’s Taxonomy, namely Cognitive, Affective and
Psychomotor domains. The Cognitive domain
concerned with intellectual development and
information processing ability of the students for which
the study of Mathematics is essential. Mathematical
knowledge is required by all the people engaged in
various walks of life. Mathematics is called the ‘Queen
of all sciences’ as most of the scientific inventions has
become valid only with some mathematical evidences.
Mathematics is the subject that developed out of
curiosity by man to fulfil human needs and desires. It
plays a vital role in the process of education starting
from the kindergarten to higher levels of
learning.Achievement in Mathematics is the marks
scored by higher secondary first year student in the
standardised Achievement Test prepared based on the
 54

syllabus of class XI. The rationale for mathematical

achievement has four dimensions. Firstly, to provide
basic Mathematics education so that they can pursue
higher education smoothly.

The second dimension is to develop powerful ways

of logical thinking. Third one is to have greater freedom
to choose wider range of careers. Fourth dimension is to
make aware of mathematics is not limited to a region or
a country but it has high potential as it is
universal.Mathematics is the one of the subjects in
theschool curriculum and overall performance of the
students depends upon achievement in Mathematics as
all the subjects have some sort of mathematical
application. Meaningful study of any subject under the
sky is not possible without basic fundamental
mathematical knowledge. Considering the importance
of Mathematics learning for the development of the
students, various commissions and committees
recommended Mathematics as a compulsory subject in
the school curriculum.The subject Mathematics seem to
be very difficult for the students in all ages. Recent
studies show that more students fail in Mathematics
compared to other subjects taught in the school. There
exists various environmental or outside factors such as
Mathematics curriculum, Text books, involvement of
 55

parents and teachers in the teaching learning process of

Mathematics and individual factors, namely,
mathematical interest and intellectual capacity of the
students that influence level of achievement in
Mathematics.Mathematics curriculum committees
constituted by government and non-governmental
agencies have been reviewing Mathematics curriculum
in order to make Mathematics learning meaningful,
enjoyable and enhance the level of achievement in
Mathematics.In spite of efforts being put up by
Mathematics curriculum committees and teachers for
higher level of students’ achievement in Mathematics
number of failures in Mathematics keeps on increasing.
Study is to be carried out what are the other factors
influences achievement in Mathematics. This paper
presents how mathematical interest of the students is
related to their achievement in Mathematics.
 56

3.5 ANALYSIS AND INTERPRETATION

The data for achievement in Mathematics collected

conducting an achievement test and for the mathematical
interest, mathematical interest inventory was
administered among higher secondary first year students.
The collected data were subjected to Pearson’s Product -
Moment Correlation analysis to find out the extent of
relationship between Mathematical interest and
Achievement in Mathematics of student. The details are
presented in Table -1 Hypothesis (H0) There exists no
significant relationship between Mathematical interest
and Achievement in Mathematics of Higher Secondary
first year students of Kerala.Data and Results of the
Relationship between Mathematical interest and
Achievement in Mathematics of Higher Secondary first
year students for the Whole Sample
 57

Table:1

Confidence Share d
Interval Varian ce

Low Upp
r S.E er er
Variables val ue ‘t’ r Interpr etation

Substa ntial
Relati onship

Mathemat
ical interest

Achievem
ent in -
Mathemat 0.4 5.5 0.0 0.33 0.63
ics 88 3* 76 87 76 23.81

*Significant at 0.01 level

Table-1 shows that the degree of relationship (The

coefficient of correlation) between Mathematical
interest and Achievement in Mathematics for whole
sample is 0.488 and it is higher than the value set for
significance at 0.01 level. The obtained ‘t’ value (5.53)
is greater than the table value (2.58) at 0.01 level of
 58

significance with 998 degrees of freedom and the

obtained correlation is significant at 0.01 level which
lies in between the confidence interval -0.3387 and
0.6376. Hence the null hypothesis is rejected.

The result shows a substantial relationship (Garret

2005, p;176) between Mathematical interest and
Achievement in Mathematics of the Higher Secondary
first year students. It is evident from the result that there
is a considerable dependence between the variables.
High Mathematical interest will affect his/her
Achievement in Mathematics of a students and vice
versa.

Since the obtained ‘r’ is Positive,

increase in Achievement in Mathematics will effect a
corresponding Increase in the Mathematical interest of
student. The obtained ‘r’ has a shared variance 23.81%.
This suggests that about twenty percentage of shared
variation can be attributed between the two variables.
 59

Relationship between Mathematical Interest and Achievement

in Mathematics of Higher Secondary Students

Table -II

Variabl es r Sa mpl ‘t’ S. Confi dence Shar ed Interpr

val ue e Siz e Er Interv al Vari ance etation

Mathe 50 3.8 0.1 (- 24.0 Substa

matical 9* 07 0.279 1 ntial
interest 4 to Relatio n-ship
0.700
6)
Achiev ement
in
0.4
Mathe
95
matics

*Significant at 0.01 level

Table-II shows the co-efficient of correlation between

Mathematical interest and Achievement in Mathematics
for male Higher Secondary first year students is 0.495
and it is found to be higher than the value set for the
significance at 0.01 level. The obtained ‘t’ value 3.89 is
greater than the table value 2.58 at 0.01 level of
significance with 48 degrees of freedom and the obtained
correlation is significant at 0.01 level which lies in
 60

between the confidence interval 0- .2794 and 0.7006.

Hence the hypothesis is rejected. Higher Mathematical
interest will have higher levels of Achievement in
Mathematics of a male students and vice versa. Since the
obtained ‘r’ is Positive, increase in Achievement in
Mathematics will effect a corresponding Increase in the
Mathematical interest of male student . The obtained ‘r’
has a shared variance 24.01%. This suggests that about
twenty four percentage of shared variation can be
attributed between the two variables.

Relationship Between Mathematical Interest and Achievement In

Mathematics of Female Higher Secondary Students
The degree of relationship between Mathematical
interest and Achievement in Mathematics in the case of
female Higher Secondary first year students was
analysed Mathematics using Pearson’s Product -
Moment Correlation analysis. The corresponding scores
of Mathematical interest and Achievement in
Mathematics of female students were considered for this
analysis. The details of analysis are presented in Table-
III Hypothesis (H0) There exists no significant
relationship between Mathematical interest and
Achievement in Mathematics of female students. Data
and Results of the Relationship between Mathematical
 61

interest and Achievement in Mathematics of Female

Higher Secondary first year students

Table -III
Variabl es r Sa mpl t S. Confi dence Shar ed Interpr etation
val ue e Siz e Er Interv al vari ance

Mathe 50 3.3 0.0 (- 18.4 Substa

matical interest 0* 36 0.204 9 ntial
1, Relatio n-ship
0.655
8)
Achiev ement
in
Mathe 0.4
matics 35

*Significant at 0.01 level

From the Table-III, the result of the analysis of variable
under study regarding female higher secondary first year
students in the coastal area is analysed. The co-efficient
of correlation between Mathematical interest and
Achievement in Mathematics for female Higher
Secondary first year students is 0.435. It is higher than
the value set for the significance at 0.01 level. The
obtained ‘t’ value 3.30 is greater than the table value 2.58
at 0.01 level of significance with 498 degrees of freedom
 62

and the obtained correlation is significant at 0 .01 level

which lies in between the confidence interval –0.2041
and 0.6558. the hypothesis is rejected. The result
establishes that the relationship between Mathematical
interest and Achievement in Mathematics of the female
student substantial. This result reveals that there exists

considerable dependence between two

variablesMathematical interest and achievement in
Mathematics. Higher Mathematical interest of a female
students will have higher Achievement in Mathematics
and vice versa. Since the obtained ‘r’ is Positive ,
increase in Mathematical interest will effect a
corresponding Increase in the Achievement in
Mathematics of female student . The obtained ‘r’ has a
shared variance 18.49%. This suggests that eighteen
percentage of shared variation can be attributed between
the two variables.
 63

Chapter -4
NEED FOR MATHEMATICS EDUCATION

4.1 Introduction

To meet the requirement of the advancement of science

and technology during the 21st century, the school
students should be taught more mathematics and better
mathematics.
Due to an increasing demand of
mathematics in other fields it has assumed a prominent
position in the school curriculum to meet the persistent
challenges of scientific and industrial revolution in our
country.
 64

Kothari Commission (1964- 66) recommended that it is

important that a deliberate effort is made to place India
on the ‘World Map Mathematics’ within the next two
decades or so advanced centres of study in Mathematics
should be

established at three or four universities in the next five to

ten years. At least one of the major departments of
mathematics in the universities should be encouraged to
take an active interest in exploring the possibilities of
programmed learning in mathematics for upgrading the
knowledge and understanding of school and college
teachers.
 65

4.2 NEED AND SIGNIFICANCE OF THE

STUDY

Now we are living in the world of mathematics and

technology therefore every one of us must have
knowledge in mathematics, so that we can aware about
the scientific development and try to use it in our daily
life. In India, 80% of the students coming from rural
village so that they may not aware about mathematics
development and mathematics interest etc. But students
coming from urban areas are much aware of mathematics
development and mathematics interest etc. due to the
influence of their parents and the environments.

According to NCERT recommendations with special

reference to the developing the curriculum, mathematics
subjects should be taught at school level, in order to
 66

develop mathematical creativity and to develop rational

outlook and to eradicate the superstition in students.

In spite of teaching the same science subjects for all

students there are some differences between the students
studying in urban and rural areas, girls and boys students,
students studying in government and private schools,
between Hindu and Non-Hindu students. Such factors
may influence the academic achievement of the +2
students in mathematics subjects. In this study the
researcher has made an attempt to study the present level
of students interest in mathematics, students
achievement in mathematics and influence of the above
factors in the academic achievement of the learners in
mathematics at +2 level.
 67

4.3 SCOPE OF THE STUDY

In the present study there is a scope for studying the

relation between the mathematics interest and academic
achievement of the learner. Moreover, from this study,
there is a possibility to study the difference between boys
and girls in their academic achievement due to the
influence of mathematics interest and also to study the
difference between the urban and rural school student’s
academic achievement due to the interest of students.
 68

4.4 OBJECTIVES OF THE STUDY

The following are the objectives of the present
study.
Major Objective
To study the significant relationship between
interest and achievement of higher secondary students in
mathematics.
Specific Objectives
i. To study the significant difference between male
and female students in mathematics interest.
ii. To study the significant difference between rural and
urban students in mathematics interest.
iii. To study the significant difference between male
and female students in mathematics achievement.
To study the significant difference between rural and
urban students in mathematics achievement.
 69

4.5 HYPOTHESES OF THE STUDY

The following are the hypotheses of the present

study.
Major Hypothesis
i. There is no significant relationship between interest
and achievement of higher secondary students in
mathematics.
Specific Hypotheses
i. There is no significant difference between male and
female students in mathematics interest.
ii. There exists significant difference between rural
and urban students in mathematics interest.
iii. There exists significant difference between male
and female students in mathematics achievement.
iv. There exists significant difference between rural
and urban students in mathematics achievement.
 70

4.6 TOOLS OF THE STUDY

The following tools were used for the present study

i. Achievement Test – Which was developed and
validated by the investigator to assess the
achievement level of the students.
ii. Mathematics Interest Inventory – developed and
validated by the investigator to assess the
mathematics interest of the learners.
 71

4.7 ADMINISTRATION OF THE

TOOL

The successful completion of the work depends

upon the systematic and proper collection of the data.
Initially the investigator got permission from the heads
of the respective institution to carry out his study. The
co-operation of the concerned subject teacher was sought
for the administration of the questionnaire. Before
starting data collection, self-introduction and proper
necessary instructions were given to the students for the
clarity of items in the questionnaire. The investigator
collected all the answered questionnaire without any lose
or incomplete one. The investigator collected two
hundred questionnaires with his sole presence and effort.
 72

4.8 STATISTICAL TECHNIQUES USED

i. The mathematics interest inventory scores of all 200

students and their various sub samples were
arranged into frequency distribution and their means
and standard deviation were calculated.
ii. The critical ratio test was used to find out the
significance of the difference between the mean
scores of the various sub-samples and suitable
conclusion was drawn.
iii. Pearson’s product moment correlation was used to
analyse the relationship between mathematics
interest and achievement of higher secondary
students in mathematics.
 73

4.9 DATA ANALYSIS

The collected data was analysed through inferential

analysis and the result and interpretations are given in the
form of the following tables.

MATHEMATICS BETWEEN MALE AND FEMALE

STUDENTS INTEREST: SIGNIFICANCE OF DIFFERENCE
To find out whether there exists any significant
difference between male and female students in
mathematics interest, ‘t’ test was employed. The
findings are given in the following table.

Table-1: Mathematics Interest: Significance of difference

between Male and Female Students

Variable N M SD ‘t’ Remarks at o.o5 level

Male 111 29.89 5.002
1.163 Not significant
Female 89 28.92 4.690
 74

The calculated‘t’ value (1.163) is less than the table value

1.96 at 0.05 level for 198 degree of freedom. There exists
no significant difference between the male and female
students. Hence, it is concluded that no difference is
found between male and female students in their
mathematics interest.

MATHEMATICS INTEREST: SIGNIFICANCE OF

DIFFERENCE BETWEEN RURAL AND URBAN STUDENTS

Is there any variation between the rural and urban

students in their mathematics interest? To find out this,
‘t’ test was employed and the outcome of the ‘t’ test
analysis is presented in the following table.

Table-2; Mathematics Interest: Significance of difference

between Rural and Urban Students

Variable N M SD ‘t’ Remarks at o.o5 level

Rural 152 29.15 4.964
5.921 Significant
Urban 48 31.92 6.229
 75

The calculated‘t’ value (5.921) is greater than that of

the table value 1.96. From the result, it is found that there
exists significant difference between rural and urban
students in their mathematics interest.

MATHEMATICS ACHIEVEMENT: SIGNIFICANCE OF

DIFFERENCE BETWEEN MALE AND FEMALE STUDENTS

To find out the variation between male and female

students in mathematics achievement, ‘t’ test was
applied. The results are given in the following table.

Table-3: Mathematics Achievement: Significance of

difference between Male and Female Students

Variable N M SD ‘t’ Remarks at o.o5 level

Male 111 48.621 8.321
3.121 Significant
Female 89 51.321 6.952
 76

The calculated ‘t’ value 3.121 is greater than the table

value 1.96 at 0.05 level. Therefore, there exists
significant difference between the male and female
students in their achievement in mathematics subject.

MATHEMATICS ACHIEVEMENT: SIGNIFICANCE OF

DIFFERENCE BETWEEN RURAL AND URBAN STUDENTS

The rural and urban student’s achievement scores

are compared to find out the significance of difference in
their achievement. The computed‘t’ value is given
below in a tabular form.

Table-4: Mathematics Achievement: Significance of

Difference Between Rural and Urban Students

Variable N M SD ‘t’ Remarks at o.o5 level

Rural 152 44.92 8.021
4.261 Significant at 0.01 level
Urban 48 47.292 9.242
 77

The calculated‘t’ value (4.261) is greater than the table

value. Hence it is significant at 0.01 level. From the
result, it is concluded that there exists significant
difference between rural and urban students in their
mathematics achievement.

CORRELATION BETWEEN ACHIEVEMENT AND

INTEREST OF HIGHER SECONDARY STUDENTS
To calculate the ‘r’ value between achievement and
interest, person’s Product Moment Correlation was
employed and the result is given in the following table.

Table-5: Significance of Relationship between Mathematics

Achievement and Mathematics Interest of all Students

Category Total N DF ‘r’ value Remarks

at 0.05
Calculated Table
level
Interest and 200 198 0.192 0.138 Significant
All
Achievement
 78

The calculated ‘r’ value 0.192 is greater than the table

value (0.138) at 0.05 level of significance. Hence, it is
concluded that there exists significant relationship
between mathematics interest and mathematics
achievement.
 79

4.10 IMPLICATIONS OF THE STUDY

Two main aims of education are individual aim and

social aim. Study of Mathematics helps in achieving
these two aims as it accelerates the intellectual
development of each student and the prosperity of the
society. Interest and achievement are closely correlated
and study on relationship between mathematical interest
and achievement in Mathematics is undertaken by the
investigator.

The results of this study can be made aware of both

teachers and parents so that they can create an
atmosphere in the school and at home to have an
conducive learning environment where natural
mathematical interest is developed among students. This
study is carried out only for the higher secondary first
year students and it can be extended to all stages of
education; also this study is limited to the central coastal
area of Kerala that can be extended to whole coastal area.
Various techniques to create mathematical interest may
be developed for the students at all levels of education as
to make learning of mathematics interesting and students
make higher levels of achievement in Mathematics.
 80

This study will be benefited for both the teachers and

parents in turn to all the students in their study of
Mathematics.

This study is limited to higher secondary first year

students of central coastal area of Kerala and only
Mathematical Interest is related to the achievement in
Mathematics. This study can be extended to complete
coastal line of India as development of the coastal area is
as important as other areas and all stages of Education.
Also other appropriate variables can be integrated in
studying the combined effect on achievement in
Mathematics.
 81

4.11 Aims and scope

Mathematics is a fundamental part of human thought

and logic, and integral to attempts at understanding the
world and ourselves. Mathematics provides an effective
way of building mental discipline and encourages
logical reasoning and mental rigor. In addition,
mathematical knowledge plays a crucial role in
understanding the contents of other school subjects such
as science, social studies, and even music and art.
The purpose of this TSG is to investigate the role of
mathematics in the overall curriculum. Due to the wide
range of possible issues that could be addressed in this
TSG, we plan to organize the papers and accompanying
discussions into three key strands.
Firstly, we ask the question: why does mathematics
hold such an important and unique place among other
subjects? That is, what is the significance of
mathematics in the overall school curriculum? As a
point of departure we offer a few thoughts on why
mathematics should be treated as an important subject
in overall curriculum.
- Mathematics has a transversal nature. If we reflect on
the history of curriculum in general, then mathematics
(geometry and algebra) were two of the seven liberal
arts in Greek as well as in medieval times. This
historical role supports the notion that mathematics has
 82

provided the mental discipline required for other

disciplines.

- Mathematical literacy is a crucial attribute of

individuals living more effective lives as constructive,
concerned and reflective citizens. Mathematical literacy
is taken to include basic computational skills,
quantitative reasoning, spatial ability etc.

- Mathematics is applied in various fields and

disciplines, i.e., mathematical concepts and procedures
are used to solve problems in science, engineering,
economics. (For example, the understanding of complex
numbers is a prerequisite to learn many concepts in
electronics.) The complexity of those problems often
requires relatively sophisticated mathematical concepts
and procedures when compared to the mathematical
literacy aforementioned.

- Mathematics is a part of our human cultural heritage,

and we have a responsibility to develop that heritage.
Secondly, since mathematics provides foundational
knowledge and skills for other school subjects, such as
sciences, art, economy, etc., the issue of how
mathematics is intertwined with other school subjects
deserved to be addressed. In some curricula,
 83

mathematics is offered independently to support the

study of other school subjects as an ‘instrumental
subject’, and in other curricula, integrated courses
which combine mathematics and other fields are
offered.
Thirdly, we may wish to reflect on the number of hours
(proportion of hours) and/or courses allocated to
mathematics when compared to the other school subject
in the curriculum of each country. In addition to this
quantitative analysis, information about the qualitative
description of school mathematics in relation to other
subjects also needs to be gathered. Although this
comparison won’t show us the whole picture of why
different countries attach the importance that they do to
mathematics, the comparison may nonetheless provoke
further discussion.
 84

Chapter-5 Importance of Mathematics

5.1 Introduction

Mathematics is a study of measurements, numbers, and

space, which is one of the first sciences that humans
work to develop because of its great importance and
benefit.
The origin of the word "mathematics" is in Greek,
which means tendencies to learn, and there are many
branches of mathematics in science, that are related to
numbers, including geometric forms, algebra, and
others.

Mathematics plays a vital role in all aspects of life,

whether in everyday matters such as time tracking,
driving, cooking, or jobs such as accounting, finance,
banking, engineering, and software. These functions
require a strong mathematical background, and
scientific experiments by scientists need mathematical
techniques. They are a language to describe scientists'
work and achievements.
 85

As for mathematical inventions, they are numerous

throughout the ages. Some of them were tangible, such
as counting and measuring devices. Some of them are
not as tangible as methods of thinking and solving. The
symbols that express numbers are also one of the most
important mathematical inventions.

Mathematics helps in analytical thinking. While solving

maths problems, data are collected, disassembled, and
then interconnected to solve them.
• Mathematics helps to develop the ability to think.

• It helps explain how things work.

• It helps to develop wisdom.

• It increases the speed of intuition.

• It helps to make the child smarter.

• Money can be collected in mathematics when used

as a profession.
• It is important in a constantly evolving world.

• It provides the child with an opportunity to get to

the world.
 86

Mathematics helps us understand the world and

provides an effective way of building mental
discipline. Math encourages logical reasoning, critical
thinking, creative thinking, abstract or spatial thinking,
problem-solving ability, and even effective
communication skills.
 87

5.2 Mathematics in our everyday of life

Mathematics is the pillar of organized life for the

present day. Without numbers and mathematical
evidence, we cannot resolve any issues in our daily
lives. There are times, measurements, rates, wages,
tenders, discounts, claims, supplies, jobs, stocks,
contracts, taxes, money exchange, consumption, etc.,
and in the absence of these sports data, we have to face
confusion and chaos.

Thus, mathematics has become the companion of man

and his helper since the beginning of human existence
on earth. When man first wanted to answer questions
such as "How many?" he invented math. Then algebra
was invented to facilitate calculations, measurements,
analysis, and engineering.
 88

The science of trigonometry emerged when humans

wanted to locate high mountains and stars.
Therefore, the knowledge of this article arose and
developed when humans felt the need and mathematics
are necessary for the long planning of life and also the
daily planning of any individual.

Although the importance of Mathematics can never be

denied, a general fear of dealing with math exists in
students across the world.
Having said that, most people, nowadays grapple with
the calculations, as they find them too tough to handle.
To ease their life, there exists a comprehensive platform
like Meracalculator, Khanacademy and mathisfun.
Moving from specific to general, it has a host of
calculators dealing with physics, chemistry, general
arithmetic’s, and many more.
So, students of various disciplines can use this website
to solve their math’s-related problems without any
hassle.

Mathematical rapprochement is necessary for any

process, so if anyone wants to reach the height of his
life, he should not fail to believe in the role of
 89

mathematics in his life, starting with the ordinary

citizen. Every day has a daily interest in mathematics.
Mathematics is deeply related to the natural
phenomenon, the way to solve many secrets of nature.

Mathematics is necessary to understand the other

branches of knowledge. All depend on mathematics in
one way or another. There is no science, art, or
specialty except mathematics was the key to it. The
discipline and mastery of any other science or art are
very much related to the size of mathematics.
 90

5.3 How Is Mathematics Essential In

Our Daily Lives?

Maths is a subject that gives us knowledge about space,

numbers, and measurements.
The Greek meaning of Mathematics comes from
Ancient Greek máthēma (μάθημα), meaning “that
which is learnt”. It has several branches in science. All
of which require numbers, algebra and geometric forms.

Maths plays a significant role in basically every aspect

of life, even in daily matters like cooking, driving, time
 91

tracking, or jobs like engineering, banking, finance,

software, and accounting. Every function needs a sound
mathematical background and logical analysis with

scientific requirements and mathematical strategies. It is

a language to define scientific achievements and work.
Maths also allows children to:
• Expand their analytical thinking.
• Understand more easily how things operate.
• Develop their capability to think.
• See the importance of understanding and balance
in all things.
• Grow faster and sharper with numbers.
• Connect with other aspects of life that rely on
numbers.
• Expand their awareness of the world.
 92

5.4 Uses of Mathematics

I think it is impossible to limit the uses of mathematics

in everyday life so we will suffice with some of them:
Can you use any entertainment game without using
numbers?
Can you practice any sport without using numbers to
learn if you are a winner or a loser?
Can you do your work without using numbers? If you
are a teacher, collect your students' marks or a doctor,
estimate the amount of medicine for the patient or an
engineer, estimate the amount of raw material to be
added to complete the work, or even a leader in a
battle.
Can you enter the store without using the numbers?
Can prayers be organized without the use of numbers,
and what is left of the time for the next prayer?
And much more, whatever you try, you cannot get rid
of the use of this important science.

The importance of mathematics is that it is a

method based on research and analysis, to reach
the desired results, and is used for calculation and
 93

presentation of data; not only the use of this

science in a particular field but the use of all areas
of life and different sciences.

Practical uses of mathematics in everyday life

 94

5.5 The Importance of Mathematics

to Individuals

Mathematics is one of the most important sciences

that cannot be dispensed with, and the individual's
need for mathematics is no less than the need of
society. When studying an individual or a person
of mathematics, this will develop his thinking and
scientific tendencies.
Mathematics also works to express the most
accurate and objective things, and it helps us to
manage time and plan things, economics and
others
Mathematics provides an effective way of building
mental discipline and encourages logical reasoning
and mental rigor. In addition, mathematical
knowledge plays a crucial role in understanding the
contents of other school subjects such as science,
social studies, and even music and art.
 95

5.6 The Importance of Mathematics

to Society

Mathematics is an innate approach to research and

analysis to reach a solution to mathematical
problems.

Mathematics is of central
importance to modern society. It provides the vital
underpinning of the knowledge of economy. It is
essential in the physical sciences, technology,
business, financial services and many areas of
ICT. It is also of growing importance in biology,
medicine and many of the social sciences.

Mathematics is a basic subject taught at all stages.

It cannot be dispensed with. Some of the important
roles of mathematics in society are:
 96

5.6.1 The importance of mathematics in

scientific studies

The conduct of studies and scientific research

requires many skills in sports, which help in the
development of studies and progress, for example,
the study of physics or chemistry depends heavily
on mathematics, including mathematical skills and
mathematical matters, and lies the role of
mathematics in the accuracy of conducting social
research through the statistics branch.

Scientific theory is always expressed in

mathematical language. Modeling is done via the
mathematical formulation using computational
algorithms with the observations providing initial
data for the model and serving as a check on the
accuracy of the model.
 97

5.6.2 The importance of mathematics in

the development of social values

It helps mathematics in the development and

refinement of personality, through organization
and accuracy, research and investigation and
study, and helps to detect.

The ability to work together on tasks with others

can build various social skills. In order to live a
social life, mathematical knowledge is
needed, because of the give and take process,
business and industry depends upon the knowledge
of mathematics.
 98

5.6.3 The importance of mathematics in

cultural development

Like other sciences, mathematics influences

civilization's development.
Cultural development depends on the
achievements of scientists and innovators,
especially athletes. No one neglects the role of
Arab and Muslim scientists in the development of
civilizations.
A great mathematician, Muhammad ibn Musa al-
Khwarizmi who created the theory of algebra and
laws of arithmetic that helped develop modern
science and technology.

Mathematical concepts based on cultural

perspectives allow students to not only reflect and
appreciate their own culture but also the culture
and traditions of others. The involvement of
members of the community is an essential part of
the integration of cultural components into
mathematical activities.
 99

Achievement Test In Mathematics

Time: 40 min
Answer the following questions in the space
provided23. Show your working out wherever necessary.
Q: 1 Here you see a photograph of a farmhouse with
a roof in the shape of a pyramid.

Below is a student’s mathematical model of the

farmhouse roof with measurements added.

12 m
H G

E F
D C
N M
K L
12 m
A B
12 m
 100
23
Source: TAKE THE TEST: SAMPLE QUESTIONS FROM
OECD’S PISA ASSESSMENTS - ISBN
978-92-64-05080-8 - ľ OECD 2009
The attic floor, ABCD in the model, is a square. The
beams that support the roof are the edges of a block
(rectangular prism) EFGHKLMN. E is the middle of AT,
F is the middle of BT, G is the middle of CT and H is the
middle of DT. All the edges of the pyramid in the model
have length 12 m.
A. Calculate the area of the attic floor ABCD.
The area of the attic floor ABCD = m2
B. Calculate the length of EF, one of the horizontal
edges of the block.

The length of EF = m
Q: 2 In this photograph you see six dice, labelled (a)
to (f). For all dice there is a
rule:
The total number of dots on two opposite faces of each
die is always seven. Write in each box the number of dots
 101

on the bottom face of the dice corresponding to the

photograph.

Q: 3 This graph shows how the speed of a racing car

varies along a flat 3 kilometre
track during its second lap.
Speed of a racing car along a 3 km track

Now,
A. What is the approximate distance from the starting
line to the beginning of the longest section of the track?
 102

1. 0.5 km
2. 1.5 km
3. 2.3 km
4. 2.6 km
B. Where was the lowest speed recorded during the
second lap?
1. at the starting line.
2. at about 0.8 km.
3. at about 1.3 km.
4. halfway around the track.
C. What can you say about the speed of the car
between the 2.6 km and 2.8 km marks?
1. The speed of the car remains constant.
2. The speed of the car is increasing.
3. The speed of the car is decreasing.

4. The speed of the car cannot be determined from the

graph.D. Here are pictures of five tracks:
Along which one of these tracks was the car driven to
produce the speed graph shown earlier. Circle the letter
of the figure to indicate your answer.
 103

Q: 4 Mei- Ling from Singapore was preparing to go

to South Africa for 3 months as an exchange student. She
needed to change some Singapore dollars (SGD) to
South
African rand (ZAR).
A. Mei- Leing found out that the exchange rate between
Singapore dollars and SouthAfrican rand was: 1 SGD =
4.2 ZAR. Mei- Ling changed 3000 Singapore dollars into
South African rand at this exchange rate. How much
money in South African rand did
Mei-Ling get?
Answer:
 104

B. On returning to Singapore after 3 months, Mei-Ling

had 3900 ZAR left. Shechanged this back to Singapore
dollars, noting that the exchange rate had changed to: 1
SGD = 4.0 ZAR. How much money in Singapore dollars
did Mei-Ling get?
Answer:

During these 3 months the exchange rate had

C.

changed from 4.2 to 4.0 ZAR per

SGD. Was it in Mei-Ling’s favour that the exchange rate
now was 4.0 ZAR instead of 4.2 ZAR, when she changed
her South African rand back to Singapore dollars? Give
an explanation to support your answer.
Answer:

D. In Mei-Lin’s school, her science teacher gives tests

that are marked out of 100.Mei-Lin has an average of 60
marks on her first four Science tests. On the fifth test she
 105

got 80marks. What is the average of Mei-Lin’s marks

after all five tests?
Average Mark:

Q: 5 Robert builds a step pattern using squares. Here

are the stages he follows.
As you can see, he uses one square for Stage 1, three
squares for Stage 2 and six for
Stage 3. How many squares should he use for the fourth
stage?
Answer: —————- squares

Stage 1 Stage 2 Stage 3

Q: 6 A game in a booth at a spring fair involves using

a spinner first. Then, if the spinner stops on an even
number, the player is allowed to pick a marble from a
bag. The spinner and the marbles in the bag are
represented in the diagram below.
 106

Prizes are given when a black marble is picked. Sue

plays the game once.
How likely it is that Sue
will win a prize? A.
Impossible.
B. Not very likely.
C. About 50% likely.
D. Very likely.
E. Certain
Q: 7 Circle the letter of the figure that best fits the
following description.
Triangle PQR is a right triangle with right angle at R.
The line RQ is less than the line PR. M is the midpoint
of the line PQ and N is the midpoint of the line QR. S is
a point inside the triangle. The line MN is greater than
the line MS.

Q: 8 Mark (from Sydney, Australia) and Hans (from

Berlin, Germany) often communicate with each other
using "chat" on the Internet. They have to log on to the
Internet at the same time to be able to chat. To find a
 107

suitable time to chat, Mark looked up a chart of world

times and found the following:
A. At 7: 00 PM in Sydney, what time is it in
Berlin?
Answer:

B. Mark and Hans are not able to chat between

9:00 AM and 4: 30 PM their localtime, as they have to
go to school. Also, from 11:00 PM till 7:00 AM their
local time they won’t be able to chat because they will
be sleeping. When would be a good time for
Mark and Hans to chat?
Write the local times in the table.
 108

Q: 9 Robert’s mother lets him pick one candy from a

bag. He can’t see the candies.
The number of candies of each colour in the bag is shown
in the following graph.
What is the probability that Robert will pick a red
candy?
A. 10 %
B. 20 %
C. 25 %
 109

D. 50 %

Q: 10 To complete one set of bookshelves a carpenter

needs the following components.
4 long wooden panels, 6 short wooden panels, 12
small clips, 2 large clips and 14
screws.
The carpenter has in stock 26 long wooden panels, 33
short wooden panels, 200 small clips, 20 large clips and
510 screws. How many book shelves can the carpenter
make?
Answer:
110
 111

interview schedule for students

1. What is your name?

2. How old are you?

3. How many siblings you have?

4. Who helps you with your study?

5. Do you think mathematics is important in your future

work? In what ways? Why?
/ Why not?

6. How do you rate yourself as a mathematics student?

7. How do you feel about it? Why?

8. What is your worst subject in school?

9. How do you feel when taking a mathematics test?

10. Which mathematics course are you studying now?

11. Why did you choose this course?

12. In what ways, if any,are your parents involved in

your mathematics learning?

13. How often do your parents check your homework?

 112

14. Who help you with your maths work?

15. Do your parents monitor the time you spend

watching TV? Why? / How?

16. What is your parent’s opinion about your

achievement in mathematics?

17. Do your parents monitor the time you spend on

mathematics? Why?/ How?

18. What do you want to do when you finish secondary

school? Why?

19. What is your view about working hard in studies,

particularly in mathematics?

20. What do you think is your parents’ expectation about

your achievement in school?

21. What do you think your parents would like you to do

when you finish secondary school? Why?

22. In what ways do your parents help you in making

decisions about your maths
studies?
 113

For parents

1. What is your name?

2. How many children you have?

3. What do you do for living?

4. How much are you involved with your child’s

schooling?

5. How do you help your child with his/her studies?

6. How often do you check his/ her home work?

7. How much are you involved with your child’

mathematics learning?
8. How do you help your child with the maths home
work?

9. Do you check the assessment results of your child in

mathematics? Why?

10. What is your opinion about your child’s achievement

in mathematics?

11. How often do you monitor the time your child spends
on mathematics?
 114

12. How do you monitor the time your child spends on

activities other than studies like watching TV, playing
games, socialising etc?

13. How often do you consult your child’s teacher about

his/her mathematics performance?

14. What is your view about working hard in studies,

particularly in mathematics?

15. What is your opinion about your child’s achievement

in mathematics?

16. Which was your worst subject in school?

17. How do you help your child to make decisions about

his/her studies?

18. What is your expectation about your child’s

achievement in school?

19. What do you want your child to do when he/she finish

secondary school? Why?

20. How do you encourage your child in his/her studies?

 115

CONCLUSION

The present study is to find out the relationship between

Mathematical interest and Achievement in Mathematics
of higher secondary plus one students in the central
coastal area of Kerala. It is found that Mathematical
interest and Achievement in Mathematics are closely
related. It is found be true for the higher secondary plus
one male student as well as female students. Teachers
and Parents are to take initiative to create Mathematical
interest among the children. The awareness programmes
can be conducted to both Teachers and Parents so that
they won’t blame the students for not scoring satisfactory
marks in Mathematics instead they should cultivate
mathematical interest. There are many methods and
techniques to create Mathematical interest in the students
and make Mathematics learning easy and enjoyable.
 116

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Thank you