Students’ Algebraic Proficiency and Attitude towards Learning Algebra

Abstract

Learning algebra is a difficult process that necessitates a positive attitude in order to maintain interest and master key concepts. Previous research found that students' attitudes influenced their algebra learning. As a result, more input is required to observe the current influence of attitudes on algebra learning. This study aims to investigate secondary school students’ levels of proficiency and attitudes towards learning algebra. A case study was employed to collect data using an algebra test, a questionnaire on attitude, and task-based interviews. The subjects of this study were Form Three and Form Four students who were in the Dual Language Programme (DLP) in a school in Malaysia. A total of 93 students volunteered to participate in this study, and three of them were interviewed for insights into solving algebra problems. This study revealed that (1) there was no significant difference in algebra achievement between the Form Three and Form Four students; (2) there was a negative correlation between the achievement and attitudes; and (3) the students displayed rather low proficiency in answering the test questions, which could be attributed to difficulties with comprehension of problems in algebra and inadequate reasoning when applying problem solving strategies. These findings have implications for developing positive attitudes towards the learning of algebra. It is recommended that educators look into these areas to equip students with the right attitudes and knowledge for advanced learning at university.