A study on gender preferences and attitudes towards mathematics learning / Nurhafizah Mohd Fazal

In this study, it report on a study examining those factors which contribute to the Mathematics performance and adaptation of a sample of students in form 4 and 5. The study was designed specifically to consider the potency of a number of mathematical affective factors and gender preferences on students' mathematical adaptation in conjunction with students' attitudes. Data were collected through questionnaires and readings. A descriptive statistics data revealed that there is no gender preference in Mathematics learning and affective factors identified did reflect towards students' attitudes and preferences towards Mathematics learning. A differences statistics investigation using Mann-Whitney analysis also conducted and revealed that there is no significant difference in gender towards adapting Mathematics and the attitudes towards Mathematics learning. Data collected then eliminate the assumption of mathematics as male domain and revealed that such affective factors identified concluded to be reflecting students' attitudes towards Mathematics learning.