Causal Attributions of Failure and Success of Grade Nine Students toward Their Performance in Learning Mathematics: Gender in Focus

Authors

  • Abera Abate Addis Ababa University, Ethiopia
  • Kassa Michael Addis Ababa University, Ethiopia
  • Mulugeta Atnafu Addis Ababa University, Ethiopia

Keywords:

Locus, Controllability, Stability, Attributions, Success, Failure, Performance.

Abstract

The main objective of the study was to assess the dimensions: Locus, stability and Controllability of causal attributions of failure and success of grade nine students toward their performance in learning Mathematics at secondary schools in Fitche town. This study assessed the perceived causes of success or failure with respect to gender groups. To conduct the study, a descriptive survey research design was employed. The method used for this particular research was quantitative. The data were collected from 430 students of two secondary schools. The instruments used were questionnaires. Besides, descriptive statistics, principal component analysis (PCA) and comparison tests such as t-test were used for the data analysis. The results obtained from PCA indicated that there were nine factors for measuring students perceived causes of success and eight factors for measuring students perceived causes of failure each of which was identified and classified into different attribution dimensions. In conclusion, the study revealed that boys and girls ascribed their success and Failure to different attribution patterns in learning mathematics. Accordingly, recommendations were put forward based on the major findings.

Author Biographies

Abera Abate, Addis Ababa University, Ethiopia

Abera Abate (M.Ed) is Lecturer in Mathematics Education at Addis Ababa University, Addis Ababa, Ethiopia.

Kassa Michael, Addis Ababa University, Ethiopia

Dr. Kassa Michael (PhD) is Assistant Professor in Mathematics Education at Addis Ababa University, Addis Ababa, Ethiopia.

Mulugeta Atnafu, Addis Ababa University, Ethiopia

Dr. Mulugeta Atnafu (PhD) is Associate Professor in Mathematics Education at Addis Ababa University, Addis Ababa, Ethiopia.

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Published

2021-02-04

How to Cite

Abate, A. ., Michael, K. ., & Atnafu, M. . (2021). Causal Attributions of Failure and Success of Grade Nine Students toward Their Performance in Learning Mathematics: Gender in Focus. Staff and Educational Development International, 20(2), 77-91. Retrieved from http://journal.netsed.net/index.php/sedi/article/view/30

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