Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education in Cameroon

Inhaltsverzeichnis (Table of Contents)

• Chapter 1: Introduction
• 1.1 Background to the Study
• 1.2 Statement of the Problem
• 1.3 Objectives of the Study
• 1.4 Research Questions
• 1.5 Significance of the Study
• 1.6 Scope and Delimitation of the Study
• 1.7 Definition of Terms
• Chapter 2: Literature Review
• 2.1 Conceptual Framework of Mathematics Achievement
• 2.2 Factors Influencing Mathematics Achievement
• 2.2.1 Affective Factors
• 2.2.2 Socio-Cultural Factors
• 2.2.3 Pedagogical Factors
• 2.3 Theoretical Framework
• 2.4 Empirical Studies on Mathematics Achievement
• Chapter 3: Research Methodology
• 3.1 Research Design
• 3.2 Population and Sample
• 3.3 Sampling Technique
• 3.4 Instrumentation
• 3.4.1 Mathematics Achievement Test
• 3.4.2 Rotter Internal-External Locus of Control Scale
• 3.4.3 Mathematics Anxiety Rating Scale
• 3.4.4 Mathematics Teacher Questionnaire
• 3.5 Data Collection Procedure
• 3.6 Data Analysis Procedure
• Chapter 4: Results and Discussion
• 4.1 Demographic Characteristics of the Participants
• 4.2 Mathematics Achievement
• 4.3 Locus of Control
• 4.4 Mathematics Anxiety
• 4.5 Perceptions of Mathematics Teachers
• Chapter 5: Summary, Conclusion and Recommendations

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This doctoral dissertation aims to assess the impact of affective student characteristics and educational background on mathematics achievement at the higher education level in Cameroon. It seeks to understand the role of factors such as locus of control, mathematics anxiety, and teacher perceptions in influencing student performance. The study utilizes quantitative research methods to analyze data collected from a sample of students enrolled in mathematics programs at the University of Buea and the National Advanced School of Engineering in Yaounde.

• The influence of affective factors, such as locus of control and mathematics anxiety, on mathematics achievement.
• The relationship between educational background and mathematics achievement, considering factors like prior academic performance and educational resources.
• The role of mathematics teachers' perceptions and teaching practices in contributing to student success in mathematics.
• The specific challenges faced by students in Cameroon's higher education system in achieving proficiency in mathematics.
• The identification of potential strategies and interventions to enhance mathematics achievement among students in higher education institutions in Cameroon.

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 provides a comprehensive introduction to the research study, outlining the background, problem statement, objectives, significance, and scope of the investigation. It establishes the context for the study by examining the current state of mathematics education in Cameroon, highlighting the challenges and potential opportunities for improvement. This chapter also defines key terms and concepts that will be used throughout the dissertation.

Chapter 2 presents a thorough review of relevant literature related to mathematics achievement, focusing on the theoretical and empirical frameworks that underpin the study. This chapter explores the various factors that have been shown to influence mathematics achievement, including affective, socio-cultural, and pedagogical factors. It examines existing research findings on the impact of these factors on student performance in mathematics, providing a foundation for the current investigation.

Chapter 3 details the research methodology employed in the study, outlining the research design, population and sample, sampling technique, instrumentation, data collection procedures, and data analysis methods. This chapter describes in detail the instruments used to collect data, including the Mathematics Achievement Test, the Rotter Internal-External Locus of Control Scale, the Mathematics Anxiety Rating Scale, and the Mathematics Teacher Questionnaire. It also clarifies the specific procedures followed in collecting and analyzing the data.

Chapter 4 presents and analyzes the findings of the research study, providing a detailed discussion of the results obtained from the data analysis. This chapter examines the demographic characteristics of the participants, explores the relationship between affective factors and mathematics achievement, investigates the influence of educational background on student performance, and analyzes the role of mathematics teachers' perceptions and teaching practices. It provides a comprehensive interpretation of the results, drawing connections between the findings and existing research literature.

Schlüsselwörter (Keywords)

The core keywords and focus topics of this dissertation are: mathematics achievement, affective factors, locus of control, mathematics anxiety, educational background, teacher perceptions, higher education, Cameroon. This research focuses on understanding the impact of these factors on mathematics achievement at the higher education level in Cameroon, using quantitative research methods to analyze data collected from students and teachers.