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Research Paper - Mathematical Interest

The study aimed to investigate mathematical interest among high school students in Dindigul district, Tamil Nadu. A survey was conducted with 44 students using a mathematical interest inventory. Results found most students (63.6%) had moderate interest, while female students and those from joint families had significantly higher interest than male students and those from nuclear families. The study provides insight into factors influencing students' mathematical interests.

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0% found this document useful (0 votes)
153 views6 pages

Research Paper - Mathematical Interest

The study aimed to investigate mathematical interest among high school students in Dindigul district, Tamil Nadu. A survey was conducted with 44 students using a mathematical interest inventory. Results found most students (63.6%) had moderate interest, while female students and those from joint families had significantly higher interest than male students and those from nuclear families. The study provides insight into factors influencing students' mathematical interests.

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cyril
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© © All Rights Reserved
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MATHEMATICAL INTEREST AMONG HIGH SCHOOL STUDENTS

*Author: Ms. A. Ramajayam, ** Co-Author: Ms. A. Lakshmi Priya,


ABSTRACT
The study aimed to investigate the Mathematical interest among high school
students. In the present day, mathematics has come to be recognized as the key to every
science and every subject that has advanced the mathematics for progress. Mathematics is
indispensable to every walk of life. Mathematics plays an important role in vocational,
professional, administrations and industries and all institutions. Therefore if one wants to
learn something he/she should try to develop ‘interest’ in that thing. It is equally true for
mathematics. So, it is true that for attaining high achievement and proper learning in
mathematics, one should be highly interested in the subject. The research type was a
survey type which consists of purposive sampling of 44 high school students in Dindigul
district. Personal data sheet was prepared by the investigator and mathematical interest
inventory constructed and standardized by Banani Bora and Hemanta Kumar (2014) was
used. The interpretation of data was done with statistical methods in percentage analysis,
mean, standard deviation and ‘t’-test.
INTRODUCTION
Mathematics has a vital role and its importance cannot be denied, its place in the
school curriculum is assured, significance and unique attempts were made many times to
push mathematics from its important position. Mathematics is also helpful in the
advancement of culture and civilization. It also developed our intellect. It develops our
thinking and reasoning.
SIGNIFICANCE OF THE STUDY
In the present day, mathematics has come to be recognized as the key to every
science and every subject that has advanced the mathematics for progress. Mathematics is
indispensable to every walk of life. Mathematics plays an important role in vocational,
professional, administrations and industries and all institutions.

*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

Low Moderate High


Mathematical
Interest N % N % N %

9 20.5 28 63.6 7 15.9

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

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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

Urban 1 16.7 5 83.3 0 0.0

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

(At 5% level of significance the table value of ‘t’ is 1.96, S-Significant)

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

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Joint 20 98.95 13.736
Interest
(At 5% level of significance the table value of ‘t’ is 1.96, S-Significant)

RESULTS AND DISCUSSION


 Table 1 reveals that 20.55 of high school students have low in mathematical interest,
63.6% of high school students have moderate in mathematical interest and 15.9% of
high school students have high in mathematical interest.
 Table 2 reveals that 33.3% of male and 9.5% of female high school students have low
in mathematical interest, 57.1% of male and 69.6% of female high school students
have moderate in mathematical interest and 9.5% of male and 21.7% of female high
school students have high in mathematical interest.
 Table 3 reveals that 21.1% of rural and 16.7% of urban high school students have low
in mathematical interest, 60.5% of rural and 83.3% of urban high school students have
moderate in mathematical interest and 18.4% of rural and 0.0% of urban high school
students have high in mathematical interest.
 Table 4 revealed that there is a significant difference between male and female high
school students in their mathematical interest. While comparing the mean scores male
(84.52) and female (99.00) students. The female students may better in their
mathematical interest. This may due to the fact that students female students are always
spend more times in the learning process. So, they are better in the mathematical
interest.
 Table 5 revealed that there is no significant difference between nuclear and joint family
high school students in their mathematical interest.
 Table 6 revealed that there is significant difference between rural and urban high
school students in their mathematical interest. While comparing the mean scores rural
(92.95) and urban (86.67) students. The rural students may better in their mathematical
interest. This may due to the fact that students in rural schools are more time to spend
in their home itself. It may help them to practice mathematical problems in their home.
In urban areas the students may busy with Medias.

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BIBLIOGRAPHY
Artzt, A. (1999). Cooperative learning in mathematics teacher education. The mathematics
teacher, 92(1), 11-17.

Bora., B. H. & Kumar, H. S. (2014). Factors effecting interest in Mathematics among


upper Primary School Students. Published Ph.D., thesis, Department of
Mathematics, Gauhati University, Gauhati. Retrieved from
http://hdl.handle.net/10603/23539

Datta., B. & Singh, A. N. (1992). History of Hindu mathematics: A source book, Part 1 &
Part 2, Bombay: Asia Publishing House.

Dunn, R. & Dunn K. (1992), Teaching Secondary students through their individual
learning styles: Practical approaches for grades. 7-12, Bacon Boston: Ally.

Mangal, S. K. (2007). Statistics in Psychology and Education. New Delhi: Prentice hall of
India private Ltd.

Sidhu, K. S. (1987). The teaching of mathematics. New York: Sterling Publishers Private
Limited.

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