Study on the Impact of Attitude, Motivation, and Study Time on Mathematics Performance in Secondary School Students
DOI:
https://doi.org/10.18662/rrem/17.1/963Keywords:
mathematics, school results, motivation, study timeAbstract
This study explores secondary school students’ perspectives on mathematics, presenting findings from quantitative research conducted at an elite Romanian school. Through an online questionnaire, the study investigates the complex relationship between academic performance in mathematics and key variables, such as the hierarchical placement of mathematics in students’ preferences, motivation for learning, parental influences, involvement in homework, allocation of study time, and factors that increase interest. The survey, devoid of invalid responses, emphasizes the robustness of the data collection process. The research highlights the existence of a small number of quantitative studies on the assumed topic and aims to provide useful data in improving educational processes by clarifying some links between these variables and mathematics performance. The research data show a strong link between the time allocated to study and mathematics results, but very good results are obtained only by those who allocate more than two hours of study per day to this subject. The data are also statistically significant for the relationship between the time students believe they would dedicate to studying mathematics if it were not an exam subject and their current average in mathematics. The potential impact considers the possibility of leveraging the data and developing research to develop new improved teaching strategies, educational policies and targeted support for students.
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