A.Mulugeta (PhD)Mamo Tadiwes2018-07-182023-11-042018-07-182023-11-042015-03http://etd.aau.edu.et/handle/123456789/9164The objective of this study was to assess the effectiveness of a math tutoring program at a high school. This study sought to determine the effectiveness of mathematics tutorial program in the Atse Naod Secondary school setting for low achiever students, ninth grade students. The research participants included 80 students from high school population of Atse Naod School. The participants of this study included students who were part of a convenient sample. Participating low achiever students completed identical pre- and post- Likert-scaled surveys, which included statements about math and math tutoring. Additionally, students were administered a pre-assessment and a corresponding post-assessment that tested their level of performance in math. Analysis methods for this study included the evaluation of how many students selected each the “Strongly Agree”, “agree”, “undecided”, “disagree” and “strongly disagree” option from the Likert-scale on the survey. In addition, both assessments were analyzed based on how students performed in each math concept category that was addressed on the assessment, as well as what percentage of students answered each item correctly. The results from a dependent t-test that compared the average scores from the pre- and post-assessment showed no evidence of statistical significance. However, there was evidence of improvement in the optimistic responses on the attitudinal survey from pre- to post-assessment. Furthermore, there was substantial improvement in specific math concepts represented in the higher-scoring percentage category from pre- to post-assessment. Overall, it has been concluded that many students who participated in the study will likely be more willing to learn about math since their attitudes toward it and performance in the subject have changed for the betterenThe Attitude and Achievement of LowerAchiever Students in the MathematicsThesis