Teaching, Academic Achievement, and Attitudes Toward Mathematics in the United States and Nigeria

Marshall Perry, Michael Catapano, Olosunde Ramon

Research output: Contribution to journalArticlepeer-review


This paper explores the relationships among attitudes toward mathematics, teaching, and academic achievement in mathematics. Based on the contextual and social nature of academic self-concept, two complementary studies are discussed. The first study from the northeastern United States examined the relationships among these variables in 84 high school students. A second study from southwestern Nigeria examined how teaching approach can engender changes in student achievement and attitudes toward mathematics through the analysis of 36 preservice teachers associated with 830 students. Instruments used included the Program for International Student Assessment, the June 2012 New York State Integrated Algebra Regents Examination, the Student Mathematics Attitudes Questionnaire, and the Student Mathematics Achievement Test. Analytic methods included descriptive statistics, correlations, linear regression, and analysis of covariance. Together, the research supports the link between attitudes toward mathematics and academic achievement and suggests that teachers can improve student attitudes toward mathematics based on their teaching approach.

Original languageAmerican English
JournalJournal of Leadership and Instruction
StatePublished - Oct 1 2016


  • Foreign Countries
  • Mathematics Achievement
  • Student Attitudes
  • High School Students
  • Preservice Teachers
  • Cross Cultural Studies
  • Cultural Differences
  • Achievement Tests
  • International Assessment
  • Questionnaires
  • Self Efficacy
  • Self Concept
  • Pretests Posttests
  • Quasiexperimental Design
  • Likert Scales
  • Mathematics Anxiety
  • Gender Differences
  • Racial Differences
  • Grade Point Average
  • Statistical Analysis


  • Education
  • Leadership Studies

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