# The Relationship between the Mathematics Attitude and Mathematics Achievement of Black Middle School Students

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The purpose of this mixed methods study was to examine the relationship between mathematics attitude and the mathematics achievement of Black middle school students. This study collected data through surveys, interviews, and state standardized tests from a purposeful sample of middle school students in grades 6-8 within a large suburban school district located in southeast Texas. Quantitative data were collected from the Modified Fennema-Sherman Mathematics Attitude Scale and State of Texas Assessment of Academic Readiness (STAAR) Test for mathematics and analyzed using Pearson’s product moment correlations (r), one-way ANOVA, and an independent t-test. Qualitative data were obtained from interview responses and analyzed to identify common themes using an inductive coding process. Results of the study found a statistically significant positive relationship between mathematics self-efficacy and mathematics achievement for the total student group. However, for the total student group, results of the study did not find a statistically significant relationship between teacher perception of student ability and mathematics achievement, mathematics usefulness and mathematics achievement, and male as male domain and mathematics achievement. On the contrary, the study did find a positive correlation between teacher perception of student ability and mathematics achievement, mathematics usefulness and mathematics achievement, and male as male domain and mathematics achievement for female students but not male students. Additionally, the study did not find a statistically significant mean difference among grade level or gender for mathematics self-efficacy and teacher perception. However, results did find a statistically significant mean difference between boys and girls for mathematic usefulness and mathematics as a male domain. The four themes of mathematics self-efficacy, mathematics teachers, mathematics usefulness, and gender and mathematics emerged from the qualitative findings also supported the quantitative findings.