Effect of Students’ Attitude towards Learning Mathematics on Students’ Academic Performance in Public Secondary Schools in Rwanda: A Case of Nyagatare District

The general objective of this research was to examine the effect of students' attitudes toward learning mathematics on academic performance in mathematics in public secondary schools in Rwanda, with a specific focus on Nyagatare District. The study also aimed to assess the prevailing attitudes of students towards learning mathematics in public secondary schools in Nyagatare District, to evaluate the students’ academic performance in mathematics in relation to their attitudes, and to investigate the relationship between students' attitudes towards mathematics and their academic performance. A descriptive and correlational design with a mixed-methods approach was used for the study. The population consisted of 358 respondents, including 300 students, 48 mathematics teachers, and 10 head teachers. The sample size was calculated to be 192 respondents using Slovin's formula, comprising 160 students, 26 mathematics teachers, and 6 head teachers. Purposive sampling techniques were used to select head teachers, while simple random sampling was employed to select students and mathematics teachers. Data were analyzed using SPSS version 21, with conclusions drawn based on respondents' responses and findings from the analysis. The findings from the study on students' attitudes towards learning mathematics in public secondary schools in Nyagatare District, Rwanda, revealed significant insights into their motivation, engagement, and perceptions. Based on data collected through a questionnaire, students demonstrated a strong interest in mathematics, with a mean score of 4.57, and 92.30% strongly agreeing that they were highly motivated to learn the subject. Participation in extracurricular activities related to mathematics also showed a high engagement level, with a mean score of 4.54 and 88.45% of students indicating active involvement. Students recognized the importance of mathematics for their future careers, reflected in a mean score of 4.23, though responses varied, indicating that some students may not fully understand its relevance. Satisfaction with mathematics instruction received a mean score of 4.12, with 76.92% expressing contentment, though room for improvement was noted. Additionally, 92.30% of students acknowledged discussing the value of mathematics in daily life, further indicating positive engagement. Statistical analysis using Pearson correlation coefficients demonstrated strong positive relationships between students' self-reported interest in mathematics and their academic performance, including exam scores (r = 0.791, p < 0.01) and coursework grades (r = 0.905, p < 0.01). Participation in extracurricular activities was also positively correlated with academic outcomes, suggesting that these activities enhance students’ mathematical skills and performance. However, anxiety towards mathematics was found to have a negative effect on academic performance, with a correlation of -0.797 (p < 0.01) in coursework grades. To improve students' attitudes and performance in mathematics, the study recommends enhancing mathematics instruction through professional development, promoting extracurricular activities, strengthening career guidance, and addressing individual differences in learning. Additionally, reducing anxiety through a supportive learning environment and increasing parental involvement are essential strategies for fostering positive attitudes and improved performance in mathematics. These recommendations aim to create a more engaging, motivating, and inclusive learning environment for mathematics students in Nyagatare District.