Pupils’ Attitude and Their Interest in Mathematics in Primary Schools in Mityana District, Uganda.

Abstract

This study was carried out to investigate how pupils’ attitude influences their interest in Mathematics in primary schools in Mityana district. The study was guided by three research objectives namely: To establish the influence of affective attitude on pupils’ interest in Mathematics in primary schools, Mityana district; To examine the influence of behaviour attitude on pupils’interest in Mathematics in primary schools, Mityana district; as well as to determine the influence of cognitive attitude on pupils’ interest in Mathematics in primary schools, Mityana district. The study employed a descriptive survey design using qualitative and quantitative approaches. The Sub County has only seven primary schools, so there was no sampling of schools; all of them were involved in the study. The respondents of the study were the P.7 pupils of all the seven primary schools which participated in the study, hence 125 questionnaires were distributed to the pupils and 109 usable questionnaires were returned. Twenty out of the very pupils who filled the questionnaires and five teachers supplied oral information to the researcher through oral interviews. The findings of the study were that there is a significant influence of affective attitude on pupils’ interest in Mathematics in primary schools, Mityana district; there is a significant influence of behaviour attitude on pupils’ interest in Mathematics in primary schools, Mityana district; and there is a significant influence of cognitive attitude on pupils’ interest in Mathematics in primary schools, Mityana district. The study recommends that a lot of effort should be put in place to ensure that affective attitudes towards Mathematics are improved among learners in Mityana district. The district education officials need to create awareness about the importance of Mathematics in order to improve on pupils’ attitudes and their interest in Mathematics. Secondly, teachers should monitor student learning through ongoing, embedded, and post-instruction assessment as students make sense of phenomena and design solutions to challenges. They should ensure that students develop interest while learning Mathematics in order to improve performance. Thirdly, the study recommends that students should have a positive cognitive aspect towards science subjects in order to improve performance. The study acknowledged that cognitive aspects in terms of belief, thoughts, attributes regarding Mathematics, able to apply Mathematical concepts learned in class during examination time