Browsing by Author "Hagos, Negasi"

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    The Relations P Among Perception of Mathematics Classroom Environment, Intrinsic Motivation, and Academic Achievement: The Case of First Year Students in Faculty of Science, Addis Ababa University
    (Addis Ababa University, 2009-05) Hagos, Negasi; Zeleke, Seleshi (PhD)
    The objective of this study was to investigate the relationship among perception of mathematics classroom environment, mathematics intrinsic motivation, and mathematics achievement in the cOl,lrse Calculus-I for first year students in the Faculty of Science, Addis Ababa University. The study employed survey methodology to obtain the self-reports of 248 first year students of the departments of computer science, statistics, and earth science who were selected using stratified random sampling technique. The data were collected using perception of mathematics classroom environment questionnaire and mathematics intrinsic motivation inventolY which were developed for the purpose of this stu.dy. Mathematics grades of the participants for the course Calculus-I were also obtained from offiCial records. Descriptive statistics, correlation, multiple regression analysis, and step-wise regression analysis were used with the help of SPSS 15 to analyze the data. There were positive and significant relationships among perception of mathematics classroom environment, mathematics intrinsic motivation, and mathematics achievement for science first year students. Among the factors of perception of mathematics classroom environment, student engagement was the best predictor of mathematics intrinsic motivation and mathematics achievement, Significant gender differences in mean scores of perception of mathematics classroom environment, mathematics intrinsic motivation, and mathematics achievement were found for science first year stude;)ts in favor of males. Analysis at department level has revealed significant gender differences in mean scores of perception. of mathematics classroom environment and mathematics intrinsic motivation for computer science first year students in favO! of males. In each of statistics and earth science departments male and female first year students perceived their mathematics classroom environment Similarly and had similar level of mathematics intrinsic motivation, Significant gender differences in mean mathematics achievement score were found in the three departments separately. Based on the results some recommendations are forwarded.