An Investigation of Students' Attitudes Toward the Mathematics Course

Abstract

Abstract: This study aims to determine fourth-grade primary school students' attitudes toward the mathematics course and to examine whether these attitudes differ according to gender, achievement level, and self-perceived adequacy in mathematics. The study was designed using the relational survey model, one of the quantitative research approaches. The sample consisted of 401 fourth-grade students attending primary schools in the center and districts of Diyarbakır, selected through convenience and criterion sampling. Data were collected using the Attitude Toward Mathematics Scale developed by Önal (2013), and analyzed through independent samples t-tests and one-way ANOVA. Findings revealed that students generally held a positive attitude toward mathematics, although mild anxiety was observed regarding exams and board performance. No significant difference was found in attitude scores according to gender. However, students who reported higher achievement levels and who perceived themselves as adequate in mathematics displayed significantly more positive attitudes, with large effect sizes for both variables. These results suggest that achievement perception and self-efficacy, rather than gender, are the primary determinants of students' attitudes toward mathematics. Recommendations are offered for reducing mathematics anxiety, strengthening self-efficacy, and designing inclusive, achievement-oriented instructional practices.