Female Students Attitudes Toward Mathematics and Their Relationships with Mathematics Achievement

This study aimed to assess Saudi female students’ attitudes toward mathematics in the following domains: self-confidence, perceived value, enjoyment, motivation, and anxiety, and examine their relationships with mathematics achievement. The Attitudes Toward Mathematics Inventory and the Single-Item Math Anxiety Scale were used to determine the attitudes of 300 Saudi first-year female students toward mathematics. Mathematics achievement was based on performance in a core subject, General Mathematics. A quantitative research approach employing descriptive statistics and Pearson correlation analysis was used in this study. The results of this study show that Saudi first-year female students have positive attitudes toward mathematics in the domains of self-confidence, perceived value, enjoyment, and anxiety. Furthermore, the results reveal significant relationships between each domain of attitudes toward mathematics and mathematics achievement. In light of these results, the study recommended that educators determine students’ attitudes toward mathematics and then seek to provide suitable support to help these students develop effective attitudes to improve their mathematics achievement.