Descriptive Insights into Mathematics Attitudes Among University Students

Source abstract

This study provides a comprehensive descriptive analysis of university students' attitudes toward mathematics, aiming to identify key affective factors that influence their engagement and performance in the subject. Utilizing a quantitative survey design, data were collected from a diverse sample of undergraduate students across various academic disciplines. ATMI (Attitudes Towards Mathematics Inventory) was used to understand individual differences in attitude towards mathematics by assessing multiple dimensions, including self-confidence, enjoyment, value, and motivation. Participants in the survey comprised 170 Universiti Teknologi MARA (UiTM) students from diverse academic backgrounds who had enrolled in mathematics-related courses during the previous semester. Findings show that even though students see mathematics as important and useful, many do feel anxious and lack confidence, which can affect their performance in school. Moreover, it is also suggested that younger students, particularly those aged 17–19, tend to exhibit more favourable attitudes toward mathematics compared to other age groups. Notably, students who reported higher levels of enjoyment and perceived value of mathematics tend to demonstrate better performance in the subject. The study underscores that students at the Pre-Diploma level tend to have the most positive attitude towards mathematics, which may be attributed to their recent or ongoing exposure to fundamental mathematical concepts that foster confidence and engagement. Based on gender, both genders generally show a positive attitude toward mathematics.