Research Paper - Mathematical Interest
Research Paper - Mathematical Interest
*First Year B.Ed., Student, Department of Mathematics, Peniel Rural College of Education,
Vemparali, Natham, Dindigul (Dt).
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** First Year B.Ed., Student, Department of Physical Science, Peniel Rural College of Education,
Vemparali, Natham, Dindigul (Dt).
Napoleon also said, “The progress and the improvement of mathematics are linked
to the prosperity of the state”. Mathematics is a very useful subject for most vocations and
higher specialized course of learning. But everybody who is studying it in the school is not
to be an accountant, engineer or statistician. But at such an early stage of education it is
difficult to know who is going to be an engineer or a banker. Therefore the duty of the
school is to give to the high school student abroad view of what he is capable of achieving
in future. Mathematical skill is considered as an integral part of today educational system.
It is intimately connected with the interest of the high school students. Investigators
research work laid emphasis on how the interest is influencing the mathematical ability of
high school students. The above stated facts motivated us to select our topic of
investigation as Mathematical interest among high school students.
OBJECTIVES
1. To find out the level of mathematical interest of high school students with regard to
gender.
2. To find out the level of mathematical interest of high school students with regard to
locality of student.
3. To find out the level of mathematical interest of high school students with regard to
type of family.
4. To find out whether there is any significant difference in mathematical interest of high
school students with regard to gender.
5. To find out whether there is any significant difference in mathematical interest of high
school students with regard to locality of student.
6. To find out whether there is any significant difference in mathematical interest of high
school students with regard to type of family.
HYPOTHESES
Ho1: There is no significant difference between male and female high school
students in their mathematical interest.
Ho2: There is no significant difference between rural and urban high school students in
their mathematical interest.
2
Ho3: There is no significant difference between nuclear and joint family high school
students in their mathematical interest.
DELIMITATION
1. The study is limited to high school students in Dindigul district only.
2. The investigator has proposed to choose only 44 high school students as sample for the
study.
METHOD USED
The investigator has adopted survey method to do a “Mathematical interest among high
school students”.
POPULATION AND SAMPLE
The population of the present study consists of students in high schools of Dindigul
district, Tamil Nadu. The investigator has used simple random sampling technique for
selecting the sample from the population. The sample consists of 44 high school students.
TOOL USED
This study aims to evaluate the Mathematical interest among high school students. The
investigator has used the mathematics interest inventory constructed and standardized by
Banani Bora and Hemanta Kumar (2014).
STATISTICS TECHNIQUES USED
Mean, SD and ‘t’ test were used in this study.
ANALYSIS OF DATA
Table 1
Level of Mathematical Interest of High School Students
Table 2
Level of Mathematical Interest of High School Students with regard to Gender
Mathematical Low Moderate High
Gender
Interest N % N % N %
Male 7 33.3 12 57.1 2 9.5
3
Female 2 8.7 16 69.6 5 21.7
Table 3
Level of Mathematical Interest of High School Students with regard to Location of
Student
Locality of Low Moderate High
Mathematical Student N % N % N %
Interest Rural 8 21.1 23 60.5 7 18.4
Table 4
There is no significant difference between male and female high school students in their
mathematical interest
Calculated Remarks
Gender Count Mean S.D
‘t’ value
Mathematical Male 21 84.52 16.937
Interest 3.088 S
Female 23 99.00 13.830
Table 5
There is no significant difference between rural and urban high school students in their
mathematical interest
Location Remarks
Calculated
of Count Mean S.D
‘t’ value
Student
Mathematical 38 92.95 17.397
Rural
Interest
1.046 NS
Urban 6 86.67 12.987
(At 5% level of significance the table value of ‘t’ is 1.96, NS- Not Significant)
Table 6
There is no significant difference between nuclear and joint family high school students in
their mathematical interest
Type of Calculated Remarks
Count Mean S.D
Family ‘t’ value
Mathematical Nuclear 24 86.38 17.365 2.681 S
4
Joint 20 98.95 13.736
Interest
(At 5% level of significance the table value of ‘t’ is 1.96, S-Significant)
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