Attitudes and Challenges in Learning Mathematics in The Modern World: Foundation for Effective Intervention

This study aims to analyze students’ attitudes concerning their learning of Mathematics in the Modern World (MMW) and the problems they experience. This is important because if we understand the students’ attitudes and issues, we can provide constructive interventions that improve learning. The study uses a descriptive-quantitative design to survey students in Criminology by administering quantitative surveys to a broad spectrum of respondents, representing a range of students who have enrolled in the course. The survey focused on pre-defined measures of students’ attitudes, anxiety, motivation, and perceived challenges about Mathematics in the Modern World. The results indicate a significant relationship between students’ attitudes and performance in MMW. The results suggest many students showed a considerable amount of anxiety regarding their perceived level of knowledge in mathematics, along with a lack of confidence in their expertise as a result of prior experiences and backgrounds, including socio-economic factors. The conclusion reflects some of these psychological and contextual factors facing students and the need to address these to improve students’ attitudes toward mathematics. Constructive interventions are recommended, including various teaching methods/programs and pseudo-support mechanisms that can influence students toward a more benign way of learning and thinking about mathematics. Indeed, with more constructive interventions, educators can have a greater impact on students’ engagement and learning in mathematics education.